Longitudinal Associations Linking Elementary and Middle School Contexts with Student Aggression in Early Adolescence

Autor/inn/en	Sanders, Michael T.; Bierman, Karen L.; Heinrichs, Brenda S.
Titel	Longitudinal Associations Linking Elementary and Middle School Contexts with Student Aggression in Early Adolescence
Quelle	(2020), (40 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Longitudinal Studies; Low Income Students; Preschool Education; Grade 7; Aggression; Parent Attitudes; Grade 5; Poverty; At Risk Students; Behavior Problems; Educational Environment; Lunch Programs; Academic Achievement; Achievement Tests; Elementary School Students; Middle School Students; Prevention; Educational Policy; Comparative Analysis; Disadvantaged Schools; Child Behavior; Federal Programs; Screening Tests; Questionnaires; Rating Scales; Teacher Attitudes; Correlation; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school education; Vorschulerziehung; School year 07; 7. Schuljahr; Schuljahr 07; Elternverhalten; School year 05; 5. Schuljahr; Schuljahr 05; Armut; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Mittagessen; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Prävention; Vorbeugung; Politics of education; Bildungspolitik; Screening-Verfahren; Fragebogen; Rating-Skala; Lehrerverhalten; Korrelation
Abstract	Growing up in poverty increases youth risk for developing aggressive behavior problems which, in turn, are associated with a host of problematic outcomes, including school drop-out, substance use, mental health problems, and delinquency. In part, this may be due to exposure to adverse school contexts that create socialization influences supporting aggression. In the current study, 356 children from low-income families (58% White, 17% Latinx, 25% Black; 54% girls) were followed from preschool through seventh grade. Longitudinal data included measures of the school-level contexts experienced by study participants during their elementary and middle school years, including school levels of poverty (percentage of students receiving free or reduced-price lunch) and academic achievement (percentage of students scoring below the basic proficiency level on state achievement tests). Regression analyses suggested little impact of these school-level contexts on teacher or parent ratings of aggression in fifth grade, controlling for child baseline aggression and demographics. In contrast, school-level contexts had significant effects on child aggression in seventh grade with unique contributions by school-level achievement, controlling for child fifth grade aggression and elementary school contexts along with baseline covariates. These effects were robust across teacher and parent ratings. Findings are discussed in terms of understanding the school-based socialization of aggressive behavior and implications for educational policy and prevention programming. [This paper was published in "Journal of Abnormal Child Psychology" v48 n12 p1569-1580 2020.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01