Testing an Idealized Dynamic Cascade Model of the Development of Serious Violence in Adolescence

Autor/inn/en	Dodge, Kenneth A.; Greenberg, Mark T.; Malone, Patrick S.
Titel	Testing an Idealized Dynamic Cascade Model of the Development of Serious Violence in Adolescence
Quelle	In: Child Development, 79 (2008) 6, S.1907-1927 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2008.01233.x
Schlagwörter	Elementary Secondary Education; Academic Failure; Adolescents; Least Squares Statistics; Kindergarten; Social Environment; Grade 11; Grade 10; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Child Rearing; Violence; African American Students; Disadvantaged Youth; Behavior Problems; Social Problems + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Soziales Umfeld; School year 11; 11. Schuljahr; Schuljahr 11; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Kindererziehung; Gewalt; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Benachteiligter Jugendlicher; Social problem; Soziales Problem
Abstract	A dynamic cascade model of development of serious adolescent violence was proposed and tested through prospective inquiry with 754 children (50% male; 43% African American) from 27 schools at 4 geographic sites followed annually from kindergarten through Grade 11 (ages 5-18). Self, parent, teacher, peer, observer, and administrative reports provided data. Partial least squares analyses revealed a cascade of prediction and mediation: An early social context of disadvantage predicts harsh-inconsistent parenting, which predicts social and cognitive deficits, which predicts conduct problem behavior, which predicts elementary school social and academic failure, which predicts parental withdrawal from supervision and monitoring, which predicts deviant peer associations, which ultimately predicts adolescent violence. Findings suggest targets for in-depth inquiry and preventive intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10