Top

Journal of Youth and Adolescence

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in:

01-07-2009 | EMPIRICAL RESEARCH

Examining Temporal Associations Between School Connectedness and Early Adolescent Adjustment

Auteurs: Alexandra Loukas, Ken G. Ripperger-Suhler, Karissa D. Horton

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 6/2009

Abstract

This study examined (a) the associations between school connectedness and early adolescent adjustment problems over a 1 year period and (b) the equivalence of these associations across gender. Five hundred middle school students (53.4% female), initially in the 6th and 7th grades, participated in the two-wave study. Results from two-group cross-lagged panel analyses were consistent across boys’ and girls’ data. After controlling for baseline levels of adjustment problems, school connectedness predicted lower levels of early adolescent conduct problems 1 year later. Regarding the opposite direction of associations, and even after baseline levels of school connectedness were taken into account, conduct problems predicted lower levels of subsequent school connectedness. There were no cross-lagged associations between depressive symptoms and school connectedness, although elevated levels of baseline depressive symptoms predicted higher levels of subsequent conduct problems. Findings elaborate previous research by demonstrating that early adolescents actively shape the middle school environment.

vorige artikel Intraindividual Variability in Adolescents’ Perceived Relationship Satisfaction: The Role of Daily Conflict

volgende artikel Positive Self-Beliefs as a Mediator of the Relationship Between Adolescents’ Sports Participation and Health in Young Adulthood

Anderman, E. M. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology, 94, 795–809. doi: 10.1037/0022-0663.94.4.795. CrossRef

Battistich, V., Schaps, E., & Wilson, N. (2004). Effects of an elementary school intervention on students’ “connectedness” to school and social adjustment during middle school. The Journal of Primary Prevention, 24, 243–262. doi: 10.1023/B:JOPP.0000018048.38517.cd. CrossRef

Birch, S. H., & Ladd, G. W. (1998). Children’s interpersonal behaviors and the teacher–child relationship. Developmental Psychology, 34, 934–946. doi: 10.1037/0012-1649.34.5.934. PubMedCrossRef

Brendgen, M., Vitaro, F., & Bukowski, W. M. (2000). Deviant friends and early adolescents’ emotional and behavioral adjustment. Journal of Research on Adolescence, 10, 173–189. doi: 10.1207/SJRA1002_3. CrossRef

Brookmeyer, K. A., Fanti, K. A., & Henrich, C. C. (2006). Schools, parents, and youth violence: A multilevel, ecological analysis. Journal of Clinical Child and Adolescent Psychology, 35, 504–514. doi: 10.1207/s15374424jccp3504_2. PubMedCrossRef

Burton, E., Stice, E., & Seeley, J. R. (2004). A prospective test of the stress-buffering model of depression in adolescent girls: No support once again. Journal of Consulting and Clinical Psychology, 72, 689–697. doi: 10.1037/0022-006X.72.4.689. PubMedCrossRef

Catalano, R. F., Haggerty, K. P., Oesterle, S., Fleming, C. B., & Hawkins, J. D. (2004). The importance of bonding to school for healthy development: Findings from the Social Development Research Group. The Journal of School Health, 74, 252–261. PubMed

Cohen, J., & Cohen, P. (1975). Applied multiple regression/correlation analysis for the behavioral sciences. Hillsdale: Lawrence Erlbaum.

Craighead, W. E., Curry, J. F., & Ilardi, S. S. (1995). Relationship of Children’s Depression Inventory factors to major depression among adolescents. Psychological Assessment, 7, 171–176. doi: 10.1037/1040-3590.7.2.171. CrossRef

Dishion, T. J., Patterson, G. R., Stoolmiller, M., & Skinner, M. L. (1991). Family, school, and behavioral antecedents to early adolescent involvement with antisocial peers. Developmental Psychology, 27, 172–180. doi: 10.1037/0012-1649.27.1.172. CrossRef

Dornbusch, S. M., Erickson, K. G., Laird, J., & Wong, C. A. (2001). The relation of family and school attachment to adolescent deviance in diverse groups and communities. Journal of Adolescent Research, 16, 396. doi: 10.1177/0743558401164006. CrossRef

Eccles, J. S., Lord, S. E., & Roeser, R. W. (1996). Round holes, square pegs, rocky roads, and sore feet: The impact of stage-environment fit on young adolescents’ experiences in schools and families. In D. Cicchetti & S. L. Toth (Eds.), Rochester symposium on developmental psychopathology: Vol. 7. Adolescence: Opportunities and challenges (pp. 47–92). Rochester: University of Rochester Press.

Eccles, J. S., & Midgley, C. (1989). Stage/environment fit: Developmentally appropriate classrooms for early adolescents. Research on Motivation in Education, 3, 139–186.

Goodenow, C. (1992). Strengthening the links between educational psychology and the study of social contexts. Educational Psychologist, 27, 177–196. doi: 10.1207/s15326985ep2702_4. CrossRef

Goodman, R. (1997). The strengths and difficulties questionnaire: A research note. Journal of Child Psychology, and Psychiatry and Allied Disciplines, 38, 581–586. doi: 10.1111/j.1469-7610.1997.tb01545.x. CrossRef

Goodman, R., Meltzer, H., & Bailey, V. (1998). The strengths and difficulties questionnaire: A pilot study on the validity of the self-report version. European Child & Adolescent Psychiatry, 7, 125–130. doi: 10.1007/s007870050057. CrossRef

Hirschi, T. (1969). Causes of delinquency. Berkeley: University of California Press.

Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.

Johnson, M. K., Crosnoe, R., & Thaden, L. L. (2006). Gendered patterns in adolescents’ school attachment. Social Psychology Quarterly, 69, 284–295.

Kessler, R. C., Avenevoli, S., & Merikangas, K. R. (2001). Mood disorders in children and adolescence: An epidemiologic perspective. Biological Psychiatry, 49, 1002–1014. doi: 10.1016/S0006-3223(01)01129-5. PubMedCrossRef

Kline, R. B. (2005). Principles and practice of structural equation modeling. New York: The Guilford Press.

Kovacs, M. (1985). The children’s depression inventory (CDI). Psychopharmacology Bulletin, 21, 995–998. PubMed

Kovacs, M., Paulauskas, S., Gatsonis, C., & Richards, C. (1988). Depressive disorders in childhood: III. A longitudinal study of comorbidity with and risk for conduct disorders. Journal of Affective Disorders, 15, 205–217. doi: 10.1016/0165-0327(88)90018-3. PubMedCrossRef

Lewinsohn, P. M., Hops, H. R., Roberts, R. E., Seeley, J. R., & Andrews, J. A. (1993). Adolescent psychopathology: I. Prevalence and incidence of depression and other DSM-III-R disorders in high school students. Journal of Abnormal Psychology, 102, 133–144. doi: 10.1037/0021-843X.102.1.133. PubMedCrossRef

Libbey, H. P. (2004). Measuring student relationships to school: Attachment, bonding, connectedness, and engagement. The Journal of School Health, 74, 274–283. PubMed

Lytton, H. (1990). Child and parent effects in boys conduct disorder—a reinterpretation. Developmental Psychology, 26, 683–697. doi: 10.1037/0012-1649.26.5.683. CrossRef

Ma, X. (2003). Sense of belonging to school: Can schools make a difference? The Journal of Educational Research, 96, 340–351.

Maddox, S. J., & Prinz, R. J. (2003). School bonding in children and adolescents: Conceptualization, assessment, and associated variables. Clinical Child and Family Psychology Review, 6, 31–49. doi: 10.1023/A:1022214022478. PubMedCrossRef

Maguin, E., & Loeber, R. (1996). Academic performance and delinquency. Crime and Justice, 20, 145–264. doi: 10.1086/449243. CrossRef

McNeely, C. A., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting school connectedness: Evidence from the National Longitudinal Study of Adolescent Health. The Journal of School Health, 72, 138–146. PubMed

Moffitt, T. E., Caspi, A., Dickson, N., Silva, P., & Stanton, W. (1996). Childhood-onset versus adolescent-onset antisocial conduct problems in males: Natural history from ages 3 to 18 years. Development and Psychopathology, 8, 399–424. CrossRef

Muthen, L. K., & Muthen, B. O. (2007). Mplus user’s guide (4th ed.). Los Angeles, CA: Muthen & Muthen.

Ozer, E. J. (2005). The impact of violence on urban adolescents: Longitudinal effects of perceived school connection and family support. Journal of Adolescent Research, 20, 167–192. doi: 10.1177/0743558404273072. CrossRef

Resnick, M. D., Bearman, P. S., Blum, R. W., Bauman, K. E., Harris, K. M., Jones, J., et al. (1997). Protecting adolescents from harm. Findings from the national longitudinal study on adolescent health. Journal of the American Medical Association, 278, 823–832. doi: 10.1001/jama.278.10.823. PubMedCrossRef

Roeser, R. W., & Eccles, J. S. (1998). Adolescents’ perceptions of middle school: Relation to longitudinal changes in academic and psychological adjustment. Journal of Research on Adolescence, 8, 123–158. doi: 10.1207/s15327795jra0801_6. CrossRef

Sameroff, A. J. (2000). Ecological perspectives on developmental risk. In J. D. Osofsky & H. E. Fitzgerald (Eds.), WAIMH handbook of infant mental health groups at risk (pp. 4–33). New York: Wiley.

Scarr, S., & McCartney, K. (1983). How people make their own environments: A theory of genotype-environmental effects. Child Development, 54, 424–435. PubMed

Sheeber, L., Allen, N., Davis, B., & Sorensen, E. (2000). Regulation of negative affect during mother–child problem-solving interactions: Adolescent depressive status and family processes. Journal of Abnormal Child Psychology, 28, 467–479. doi: 10.1023/A:1005135706799. PubMedCrossRef

Shochet, I. M., Dadds, M. R., Ham, D., & Montague, R. (2006). School connectedness is an underemphasized parameter in adolescent mental health: Results of a community prediction study. Journal of Clinical Child and Adolescent Psychology, 35, 170–179. doi: 10.1207/s15374424jccp3502_1. PubMedCrossRef

Simmons, R. G., & Blyth, D. A. (1987). Moving into adolescence: The impact of pubertal change and school context. Hawthorn, NY: Aldine de Gruyter.

Simons-Morton, B. G., Crump, A. D., Haynie, D. L., & Saylor, K. E. (1999). Student-school bonding and adolescent problem behavior. Health Education Research, 14, 99–107. doi: 10.1093/her/14.1.99. PubMedCrossRef

Sutherland, K. S., & Oswald, D. P. (2005). The relationship between teacher and student behavior in classrooms for students with emotional and behavioral disorders: Transactional processes. Journal of Child and Family Studies, 14, 1–14. doi: 10.1007/s10826-005-1106-z. CrossRef

Whitlock, J. L. (2006). Youth perceptions of life at school: Contextual correlates of school connectedness in adolescence. Applied Developmental Science, 10, 13–29. doi: 10.1207/s1532480xads1001_2. CrossRef

Wilson, D. (2004). The interface of school climate and school connectedness and relationships with aggression and victimization. The Journal of School Health, 74(7), 293–299. PubMedCrossRef

Titel: Examining Temporal Associations Between School Connectedness and Early Adolescent Adjustment
Auteurs: Alexandra Loukas
Ken G. Ripperger-Suhler
Karissa D. Horton
Publicatiedatum: 01-07-2009
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 6/2009
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-008-9312-9

Bohn Stafleu van Loghum

Tip

Swipe om te navigeren naar een ander artikel

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 6/2009

Adolescents’ Mental Health Outcomes According to Different Types of Exposure to Ongoing Terror Attacks

Intraindividual Variability in Adolescents’ Perceived Relationship Satisfaction: The Role of Daily Conflict

Negative Adult Influences and the Protective Effects of Role Models: A Study with Urban Adolescents

Anxiety Trajectories and Identity Development in Adolescence: A Five-wave Longitudinal Study

A Longitudinal Study of the Simultaneous Influence of Mothers’ and Teachers’ Educational Expectations on Low-income Youth’s Academic Achievement

Daily and Compulsive Internet Use and Well-Being in Adolescence: A Diathesis-Stress Model Based on Big Five Personality Traits