Parent Attachment, School Commitment, and Problem Behavior Trajectories of Diverse Adolescents

Autor/inn/en	Cavendish, Wendy; Nielsen, Amie L.; Montague, Marjorie
Titel	Parent Attachment, School Commitment, and Problem Behavior Trajectories of Diverse Adolescents
Quelle	In: Journal of Adolescence, 35 (2012) 6, S.1629-1639 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0140-1971
DOI	10.1016/j.adolescence.2012.08.001
Schlagwörter	Special Education; Behavior Problems; Adolescents; Parent Child Relationship; Attachment Behavior; Minority Groups; Minority Group Students; Ethnicity; Drinking; Urban Schools; School Districts; Student School Relationship; Gender Differences; Predictor Variables; Statistical Analysis; Correlation + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Attachment; Bindungsverhalten; Ethnische Minderheit; Ethnizität; Trinken; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Schüler-Lehrer-Beziehung; Geschlechterkonflikt; Prädiktor; Statistische Analyse; Korrelation
Abstract	The purpose of this study was to examine the growth trajectories from early to late adolescence of teacher ratings of students' behavior problems from 9th through 11th grade and student self-reports of alcohol use in a sample of predominately minority adolescents (n = 179, 90% African-American and/or Hispanic, 43% boys, 57% girls) in a large, urban school district. The study investigated whether parent attachment, school commitment, gender, race/ethnicity, and educational placement influenced these outcomes. Multi-level growth modeling was the primary statistical procedure used. Results indicated that increased parent attachment was associated with reduced levels of alcohol use and school commitment was not associated with growth trajectories of problem behavior in the multilevel models, although gender, race/ethnicity and special education placement were significant predictors. Our findings suggest that teachers perceive greater levels of behavior problems for minority students and youth in special education. Student self reports also indicate adolescent frequency of alcohol use increases over time. (Contains 2 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10