Adolescent Perspectives on Schooling Experiences: The Interplay of Risk and Protective Factors within Their Lives

Autor/inn/en	Bower, Julie M.; Carroll, Annemaree; Ashman, Adrian F.
Titel	Adolescent Perspectives on Schooling Experiences: The Interplay of Risk and Protective Factors within Their Lives
Quelle	In: International Journal of Educational Research, 53 (2012), S.9-21 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/j.ijer.2011.12.003
Schlagwörter	Resilience (Psychology); Adolescents; Interpersonal Competence; Data Analysis; Semi Structured Interviews; Attitude Measures; Student Attitudes; Risk; Delinquency; Age Differences; Goal Orientation; Planning; Reflection; Self Evaluation (Individuals); Peer Relationship; Educational Environment; Leisure Time + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Interpersonale Kompetenz; Auswertung; Schülerverhalten; Risiko; Kriminalität; Age; Difference; Age difference; Altersunterschied; Zielorientierung; Zielvorstellung; Ablaufplanung; Planungsprozess; Peer-Beziehungen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Freizeit
Abstract	This research investigated relationships between risk and protective factors and school experiences for three adolescent groups (31 early-onset offenders who began offending before the age of 12, 36 late-onset offenders who began offending at or after 12 years, and 36 who were non-offenders) aged 12-18 years. Using a semi-structured interview and thematic data analysis, thought and social processes were investigated to determine how goal-setting, planning, self-reflection, and social competence build resilience within the domains of school, peers/leisure, and self. Overall, important differences in schooling experiences were reported, indicating that those with high risk- and low protective factors within these contexts were likely to lack connectedness, unlikely to have a positive self-concept, and likely to have disengaged from school. (Contains 3 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10