Gender Differences in Risk and Protective Factors among Youth with EBD: Findings from the NLTS2

Autor/inn/en	Novak, Abigail; Poling, Daniel; Muller, Rebecca; Peyton, David
Titel	Gender Differences in Risk and Protective Factors among Youth with EBD: Findings from the NLTS2
Quelle	In: Behavioral Disorders, 46 (2020) 1, S.29-41 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Novak, Abigail) ORCID (Poling, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
DOI	10.1177/0198742919894288
Schlagwörter	Gender Differences; At Risk Students; Behavior Disorders; Emotional Disturbances; Students with Disabilities; Secondary School Students; Postsecondary Education; Adolescents; Outcomes of Education; Interpersonal Competence; Grades (Scholastic); Academic Achievement; Measurement Techniques; Special Education; Longitudinal Studies; Transitional Programs; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Gefühlsstörung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sekundarschüler; Post-secondary education; Tertiäre Bildung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lernleistung; Schulerfolg; Interpersonale Kompetenz; Notenspiegel; Schulleistung; Messtechnik; Special needs education; Sonderpädagogik; Sonderschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Using data from the National Longitudinal Transition Study 2 (NLTS2), we examined risk and protective factors associated with post-secondary outcomes among youth with emotional and behavioral disorders (EBD). Results indicate that, compared to their male peers, females with EBD demonstrated higher levels of social and behavioral skills and higher grades. We also discovered discrepancies between teacher reports and female students' self-reports of academic, social, and behavioral competencies, suggesting females with EBD underestimate their own skills or that teachers are not fully aware of these students' areas of difficulty. We discuss implications of these results related to existing prevention and intervention strategies for females with EBD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01