Skip to main content
Top
Gepubliceerd in:

15-09-2020

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

Auteurs: Michael T. Sanders, Karen L. Bierman, Brenda S. Heinrichs

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 12/2020

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

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.
Bijlagen
Alleen toegankelijk voor geautoriseerde gebruikers
Literatuur
go back to reference Atkins, M. S., Cappella, E., Shernoff, E. S., Mehta, T. G., & Gustafson, E. L. (2017). Schooling and children’s mental health: Realigning resources to reduce disparities and advance public health. Annual Review of Clinical Psychology, 13, 123–147.PubMed Atkins, M. S., Cappella, E., Shernoff, E. S., Mehta, T. G., & Gustafson, E. L. (2017). Schooling and children’s mental health: Realigning resources to reduce disparities and advance public health. Annual Review of Clinical Psychology, 13, 123–147.PubMed
go back to reference Barth, J. M., Dunlap, S. T., Dane, H., Lochman, J. E., & Wells, K. C. (2004). Classroom environment influences on aggression, peer relations, and academic focus. Journal of School Psychology, 42(2), 115–133. Barth, J. M., Dunlap, S. T., Dane, H., Lochman, J. E., & Wells, K. C. (2004). Classroom environment influences on aggression, peer relations, and academic focus. Journal of School Psychology, 42(2), 115–133.
go back to reference Beauchaine, T. P., Shader, T. M., & Hinshaw, S. P. (2016). An ontogenic processes model of externalizing psychopathology. In T. P. Beauchaine & S. P. Hinshaw (Eds.), Oxford library of psychology. The Oxford handbook of externalizing spectrum disorders (pp. 485–501). Oxford: Oxford University Press. Beauchaine, T. P., Shader, T. M., & Hinshaw, S. P. (2016). An ontogenic processes model of externalizing psychopathology. In T. P. Beauchaine & S. P. Hinshaw (Eds.), Oxford library of psychology. The Oxford handbook of externalizing spectrum disorders (pp. 485–501). Oxford: Oxford University Press.
go back to reference Berg, J. K., & Cornell, D. (2016). Authoritative school climate, aggression toward teachers, and teacher distress in middle school. School Psychology Quarterly, 31(1), 122–139.PubMed Berg, J. K., & Cornell, D. (2016). Authoritative school climate, aggression toward teachers, and teacher distress in middle school. School Psychology Quarterly, 31(1), 122–139.PubMed
go back to reference Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., Blair, C., Nelson, K. E., & Gill, S. (2008). Promoting academic and social‐emotional school readiness: The Head Start REDI program. Child Development, 79(6), 1802–1817. Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., Blair, C., Nelson, K. E., & Gill, S. (2008). Promoting academic and social‐emotional school readiness: The Head Start REDI program. Child Development, 79(6), 1802–1817.
go back to reference Bierman, K. L., Nix, R. L., Heinrichs, B. S., Domitrovich, C. E., Gest, S. D., Welsh, J. A., Gill, S. (2014). Effects of Head Start REDI on Children's Outcomes 1 Year Later in Different Kindergarten Contexts. Child Development, 85 (1), 140–159. Bierman, K. L., Nix, R. L., Heinrichs, B. S., Domitrovich, C. E., Gest, S. D., Welsh, J. A., Gill, S. (2014). Effects of Head Start REDI on Children's Outcomes 1 Year Later in Different Kindergarten Contexts. Child Development, 85 (1), 140–159.
go back to reference Bradshaw, C. P., Sawyer, A. L., & O'Brennan, L. M. (2009). A social disorganization perspective on bullying-related attitudes and behaviors: The influence of school context. American Journal of Community Psychology, 43(3–4), 204–220.PubMed Bradshaw, C. P., Sawyer, A. L., & O'Brennan, L. M. (2009). A social disorganization perspective on bullying-related attitudes and behaviors: The influence of school context. American Journal of Community Psychology, 43(3–4), 204–220.PubMed
go back to reference Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner & W. Damon (Eds.), Theoretical models of human development (Vol. 1, pp. 793–828). Hoboken, NJ: John Wiley & Sons, Inc. Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner & W. Damon (Eds.), Theoretical models of human development (Vol. 1, pp. 793–828). Hoboken, NJ: John Wiley & Sons, Inc.
go back to reference Crick, N. (1996). The role of overt aggression, relational aggression, and prosocial behavior in the prediction of children's future social adjustment. Child Development, 67(5), 2317–2327.PubMed Crick, N. (1996). The role of overt aggression, relational aggression, and prosocial behavior in the prediction of children's future social adjustment. Child Development, 67(5), 2317–2327.PubMed
go back to reference Dishion, T. J., & Tipsord, J. M. (2011). Peer contagion in child and adolescent social and emotional development. Annual Review of Psychology, 62, 189–214.PubMedPubMedCentral Dishion, T. J., & Tipsord, J. M. (2011). Peer contagion in child and adolescent social and emotional development. Annual Review of Psychology, 62, 189–214.PubMedPubMedCentral
go back to reference Dudovitz, R. N., Chung, P. J., Reber, S., Kennedy, D., Tucker, J. S., Shoptaw, S., Dosanjh, K. K., & Wong, M. D. (2018). Assessment of exposure to high-performing schools and risk of adolescent substance use: A natural experiment. JAMA Pediatrics, 172(12), 1135–1144.PubMedPubMedCentral Dudovitz, R. N., Chung, P. J., Reber, S., Kennedy, D., Tucker, J. S., Shoptaw, S., Dosanjh, K. K., & Wong, M. D. (2018). Assessment of exposure to high-performing schools and risk of adolescent substance use: A natural experiment. JAMA Pediatrics, 172(12), 1135–1144.PubMedPubMedCentral
go back to reference Evans, G. W., Chen, E., Miller, G., & Seeman, T. (2012). How poverty gets under the skin: A life course perspective. In V. Maholmes & R. King (Eds.), The Oxford handbook of poverty and child development (pp. 13–36). Oxford: Oxford University Press. Evans, G. W., Chen, E., Miller, G., & Seeman, T. (2012). How poverty gets under the skin: A life course perspective. In V. Maholmes & R. King (Eds.), The Oxford handbook of poverty and child development (pp. 13–36). Oxford: Oxford University Press.
go back to reference Fahle, E. M., Reardon, S. F., Kalogrides, D., Weathers, E. S., & Jang, H. (2020). Racial segregation and school poverty in the United States, 1999-2016. Race and Social Problems, 12(1), 42–56. Fahle, E. M., Reardon, S. F., Kalogrides, D., Weathers, E. S., & Jang, H. (2020). Racial segregation and school poverty in the United States, 1999-2016. Race and Social Problems, 12(1), 42–56.
go back to reference Faul, F., Erdfelder, E., Buchner, A., & Lang, A. G. (2009). Statistical power analyses using G* power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149–1160.PubMed Faul, F., Erdfelder, E., Buchner, A., & Lang, A. G. (2009). Statistical power analyses using G* power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149–1160.PubMed
go back to reference Goodman, R. (1997). The strengths and difficulties questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38(5), 581–586.PubMed Goodman, R. (1997). The strengths and difficulties questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38(5), 581–586.PubMed
go back to reference Gottfredson, G. D., Gottfredson, D. C., Payne, A. A., & Gottfredson, N. C. (2005). School climate predictors of school disorder: Results from a national study of delinquency prevention. Journal of Research in Crime and Delinquency, 42(4), 412–444. Gottfredson, G. D., Gottfredson, D. C., Payne, A. A., & Gottfredson, N. C. (2005). School climate predictors of school disorder: Results from a national study of delinquency prevention. Journal of Research in Crime and Delinquency, 42(4), 412–444.
go back to reference Hemphill, S. A., Kotevski, A., Herrenkohl, T. I., Toumbourou, J. W., Carlin, J. B., Catalano, R. F., & Patton, G. C. (2010). Pubertal stage and the prevalence of violence and social/relational aggression. Pediatrics, 126(2), e298–e305.PubMedPubMedCentral Hemphill, S. A., Kotevski, A., Herrenkohl, T. I., Toumbourou, J. W., Carlin, J. B., Catalano, R. F., & Patton, G. C. (2010). Pubertal stage and the prevalence of violence and social/relational aggression. Pediatrics, 126(2), e298–e305.PubMedPubMedCentral
go back to reference Huang, F. L. (2016). Alternatives to multilevel modeling for the analysis of clustered data. The Journal of Experimental Education, 84(1), 175–196. Huang, F. L. (2016). Alternatives to multilevel modeling for the analysis of clustered data. The Journal of Experimental Education, 84(1), 175–196.
go back to reference Jackson, D. R., Cappella, E., & Neal, J. W. (2015). Aggression norms in the classroom social network: Contexts of aggressive behavior and social preference in middle childhood. American Journal of Community Psychology, 56(3–4), 293–306.PubMed Jackson, D. R., Cappella, E., & Neal, J. W. (2015). Aggression norms in the classroom social network: Contexts of aggressive behavior and social preference in middle childhood. American Journal of Community Psychology, 56(3–4), 293–306.PubMed
go back to reference Kellam, S. G., Ling, X., Merisca, R., Brown, C. H., & Ialongo, N. (1998). The effect of the level of aggression in the first-grade classroom on the course and malleability of aggressive behavior into middle school. Development and Psychopathology, 10(2), 165–185.PubMed Kellam, S. G., Ling, X., Merisca, R., Brown, C. H., & Ialongo, N. (1998). The effect of the level of aggression in the first-grade classroom on the course and malleability of aggressive behavior into middle school. Development and Psychopathology, 10(2), 165–185.PubMed
go back to reference Klar, H. W., & Brewer, C. A. (2014). Successful leadership in a rural, high-poverty school: The case of county line middle school. Journal of Educational Administration, 52(4), 422–445. Klar, H. W., & Brewer, C. A. (2014). Successful leadership in a rural, high-poverty school: The case of county line middle school. Journal of Educational Administration, 52(4), 422–445.
go back to reference Lacour, M., & Tissington, L. D. (2011). The effects of poverty on academic achievement. Educational Research and Reviews, 6(7), 522–527. Lacour, M., & Tissington, L. D. (2011). The effects of poverty on academic achievement. Educational Research and Reviews, 6(7), 522–527.
go back to reference Lin, S., Yu, C., Chen, J., Zhang, W., Cao, L., & Liu, L. (2020). Predicting adolescent aggressive behavior from community violence exposure, deviant peer affiliation and school engagement: A one-year longitudinal study. Children and Youth Services Review, 111, 104840. Lin, S., Yu, C., Chen, J., Zhang, W., Cao, L., & Liu, L. (2020). Predicting adolescent aggressive behavior from community violence exposure, deviant peer affiliation and school engagement: A one-year longitudinal study. Children and Youth Services Review, 111, 104840.
go back to reference Madjar, N., & Cohen-Malayev, M. (2016). Perceived school climate across the transition from elementary to middle school. School Psychology Quarterly, 31(2), 270–288.PubMed Madjar, N., & Cohen-Malayev, M. (2016). Perceived school climate across the transition from elementary to middle school. School Psychology Quarterly, 31(2), 270–288.PubMed
go back to reference Marryat, L., Thompson, L., Minnis, H., & Wilson, P. (2018). Primary schools and the amplification of social differences in child mental health: A population-based cohort study. Journal of Epidemiology and Community Health, 72(1), 27–33.PubMed Marryat, L., Thompson, L., Minnis, H., & Wilson, P. (2018). Primary schools and the amplification of social differences in child mental health: A population-based cohort study. Journal of Epidemiology and Community Health, 72(1), 27–33.PubMed
go back to reference Mazza, J. R. S., Boivin, M., Tremblay, R. E., Michel, G., Salla, J., Lambert, J., Zunzunegui, M. V., & Côté, S. M. (2016). Poverty and behavior problems trajectories from 1.5 to 8 years of ages: Is the gap widening between poor and non-poor children? Social Psychiatry and Psychiatric Epidemiology, 51(8), 1083–1092.PubMed Mazza, J. R. S., Boivin, M., Tremblay, R. E., Michel, G., Salla, J., Lambert, J., Zunzunegui, M. V., & Côté, S. M. (2016). Poverty and behavior problems trajectories from 1.5 to 8 years of ages: Is the gap widening between poor and non-poor children? Social Psychiatry and Psychiatric Epidemiology, 51(8), 1083–1092.PubMed
go back to reference McCoy, D. C., Roy, A. L., & Sirkman, G. M. (2013). Neighborhood crime and school climate as predictors of elementary school academic quality: A cross-lagged panel analysis. American Journal of Community Psychology, 52(1–2), 128–140.PubMed McCoy, D. C., Roy, A. L., & Sirkman, G. M. (2013). Neighborhood crime and school climate as predictors of elementary school academic quality: A cross-lagged panel analysis. American Journal of Community Psychology, 52(1–2), 128–140.PubMed
go back to reference McNeish, D. M., & Stapleton, L. M. (2016). The effect of small sample size on two-level model estimates: A review and illustration. Educational Psychology Review, 28(2), 295–314. McNeish, D. M., & Stapleton, L. M. (2016). The effect of small sample size on two-level model estimates: A review and illustration. Educational Psychology Review, 28(2), 295–314.
go back to reference Midouhas, E. (2017). School poverty effects on trajectories of child behaviour: Do they depend on gender and ethnicity? Health & Place, 46, 281–292. Midouhas, E. (2017). School poverty effects on trajectories of child behaviour: Do they depend on gender and ethnicity? Health & Place, 46, 281–292.
go back to reference Murakami, E. T., Gurr, D., & Notman, R. (Eds.). (2019). Educational leadership, culture, and success in high-need schools. Charlotte, NC: Information Age Publishing Inc. Murakami, E. T., Gurr, D., & Notman, R. (Eds.). (2019). Educational leadership, culture, and success in high-need schools. Charlotte, NC: Information Age Publishing Inc.
go back to reference Orpinas, P., Raczynski, K., Hsieh, H. L., Nahapetyan, L., & Horne, A. M. (2018). Longitudinal examination of aggression and study skills from middle to high school: Implications for dropout prevention. Journal of School Health, 88(3), 246–252.PubMed Orpinas, P., Raczynski, K., Hsieh, H. L., Nahapetyan, L., & Horne, A. M. (2018). Longitudinal examination of aggression and study skills from middle to high school: Implications for dropout prevention. Journal of School Health, 88(3), 246–252.PubMed
go back to reference Palacios, D., Dijkstra, J. K., Villalobos, C., Treviño, E., Berger, C., Huisman, M., & Veenstra, R. (2019). Classroom ability composition and the role of academic performance and school misconduct in the formation of academic and friendship networks. Journal of School Psychology, 74, 58–73.PubMed Palacios, D., Dijkstra, J. K., Villalobos, C., Treviño, E., Berger, C., Huisman, M., & Veenstra, R. (2019). Classroom ability composition and the role of academic performance and school misconduct in the formation of academic and friendship networks. Journal of School Psychology, 74, 58–73.PubMed
go back to reference Perry, L. (2012). What do we know about the causes and effects of school socio-economic composition? A review of the literature. Sport Education and Society, 30(1), 19–35. Perry, L. (2012). What do we know about the causes and effects of school socio-economic composition? A review of the literature. Sport Education and Society, 30(1), 19–35.
go back to reference Powers, C. J., Bierman, K. L., & The Conduct Problems Prevention Research Group. (2013). The multifaceted impact of peer relations on aggressive-disruptive behavior in early elementary school. Developmental Psychology, 49(6), 1174–1186.PubMed Powers, C. J., Bierman, K. L., & The Conduct Problems Prevention Research Group. (2013). The multifaceted impact of peer relations on aggressive-disruptive behavior in early elementary school. Developmental Psychology, 49(6), 1174–1186.PubMed
go back to reference Reardon, S. F. (2019). Educational opportunity in early and middle childhood: Using full population administrative data to study variation by place and age. RSF: The Russell Sage Foundation Journal of the Social Sciences, 5(2), 40–68. Reardon, S. F. (2019). Educational opportunity in early and middle childhood: Using full population administrative data to study variation by place and age. RSF: The Russell Sage Foundation Journal of the Social Sciences, 5(2), 40–68.
go back to reference Rohlf, H., Krahé, B., & Busching, R. (2016). The socializing effect of classroom aggression on the development of aggression and social rejection: A two-wave multilevel analysis. Journal of School Psychology, 58, 57–72.PubMed Rohlf, H., Krahé, B., & Busching, R. (2016). The socializing effect of classroom aggression on the development of aggression and social rejection: A two-wave multilevel analysis. Journal of School Psychology, 58, 57–72.PubMed
go back to reference Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4–36. Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4–36.
go back to reference Rucinski, C. L., Brown, J. L., & Downer, J. T. (2018). Teacher–child relationships, classroom climate, and children’s social-emotional and academic development. Journal of Educational Psychology, 110(7), 992–1004. Rucinski, C. L., Brown, J. L., & Downer, J. T. (2018). Teacher–child relationships, classroom climate, and children’s social-emotional and academic development. Journal of Educational Psychology, 110(7), 992–1004.
go back to reference Rutter, M., & Maughan, B. (2002). School effectiveness findings 1979–2002. Journal of School Psychology, 40(6), 451–475. Rutter, M., & Maughan, B. (2002). School effectiveness findings 1979–2002. Journal of School Psychology, 40(6), 451–475.
go back to reference Ryan, A. M., Kuusinen, C. M., & Bedoya-Skoog, A. (2015). Managing peer relations: A dimension of teacher self-efficacy that varies between elementary and middle school teachers and is associated with observed classroom quality. Contemporary Educational Psychology, 41, 147–156. Ryan, A. M., Kuusinen, C. M., & Bedoya-Skoog, A. (2015). Managing peer relations: A dimension of teacher self-efficacy that varies between elementary and middle school teachers and is associated with observed classroom quality. Contemporary Educational Psychology, 41, 147–156.
go back to reference Shaw, D. S., & Shelleby, E. C. (2014). Early-starting conduct problems: Intersection of conduct problems and poverty. Annual Review of Clinical Psychology, 10, 503–528.PubMedPubMedCentral Shaw, D. S., & Shelleby, E. C. (2014). Early-starting conduct problems: Intersection of conduct problems and poverty. Annual Review of Clinical Psychology, 10, 503–528.PubMedPubMedCentral
go back to reference Simon, N. S., & Johnson, S. M. (2015). Teacher turnover in high-poverty schools: What we know and can do. Teachers College Record, 117(3), 1–36. Simon, N. S., & Johnson, S. M. (2015). Teacher turnover in high-poverty schools: What we know and can do. Teachers College Record, 117(3), 1–36.
go back to reference Stewart, E. A. (2003). School social bonds, school climate, and school misbehavior: A multilevel analysis. Justice Quarterly, 20(3), 575–604. Stewart, E. A. (2003). School social bonds, school climate, and school misbehavior: A multilevel analysis. Justice Quarterly, 20(3), 575–604.
go back to reference Symonds, J. E., & Galton, M. (2014). Moving to the next school at age 10–14 years: An international review of psychological development at school transition. Review of Education, 2(1), 1–27. Symonds, J. E., & Galton, M. (2014). Moving to the next school at age 10–14 years: An international review of psychological development at school transition. Review of Education, 2(1), 1–27.
go back to reference Thomas, D. E., Bierman, K. L., & The Conduct Problems Prevention Research Group. (2006). The impact of classroom aggression on the development of aggressive behavior problems in children. Development and Psychopathology, 18(2), 471–487.PubMedPubMedCentral Thomas, D. E., Bierman, K. L., & The Conduct Problems Prevention Research Group. (2006). The impact of classroom aggression on the development of aggressive behavior problems in children. Development and Psychopathology, 18(2), 471–487.PubMedPubMedCentral
go back to reference Thomas, D. E., Bierman, K. L., Thompson, C., Powers, C. J., & Conduct Problems Prevention Research Group. (2008). Double jeopardy: Child and school characteristics that predict aggressive-disruptive behavior in first grade. School Psychology Review, 37(4), 516–532.PubMedPubMedCentral Thomas, D. E., Bierman, K. L., Thompson, C., Powers, C. J., & Conduct Problems Prevention Research Group. (2008). Double jeopardy: Child and school characteristics that predict aggressive-disruptive behavior in first grade. School Psychology Review, 37(4), 516–532.PubMedPubMedCentral
go back to reference Welsh, B. C., Loeber, R., Stevens, B. R., Stouthamer-Loeber, M., Cohen, M. A., & Farrington, D. P. (2008). Costs of juvenile crime in urban areas: A longitudinal perspective. Youth Violence and Juvenile Justice, 6(1), 3–27. Welsh, B. C., Loeber, R., Stevens, B. R., Stouthamer-Loeber, M., Cohen, M. A., & Farrington, D. P. (2008). Costs of juvenile crime in urban areas: A longitudinal perspective. Youth Violence and Juvenile Justice, 6(1), 3–27.
go back to reference Welsh, J. A., Bierman, K. L., Nix, R. L., Heinrichs, B. N. (2020). Sustained effects of a school readiness intervention: 5th grade outcomes of the Head Start REDI program. Early Childhood Research Quarterly, 53, 151–160. Welsh, J. A., Bierman, K. L., Nix, R. L., Heinrichs, B. N. (2020). Sustained effects of a school readiness intervention: 5th grade outcomes of the Head Start REDI program. Early Childhood Research Quarterly, 53, 151–160.
go back to reference Werthamer-Larsson, L., Kellam, S., & Wheeler, L. (1991). Effect of first-grade classroom environment on shy behavior, aggressive behavior, and concentration problems. American Journal of Community Psychology, 19(4), 585–602.PubMed Werthamer-Larsson, L., Kellam, S., & Wheeler, L. (1991). Effect of first-grade classroom environment on shy behavior, aggressive behavior, and concentration problems. American Journal of Community Psychology, 19(4), 585–602.PubMed
go back to reference Weyns, T., Verschueren, K., Leflot, G., Onghena, P., Wouters, S., & Colpin, H. (2017). The role of teacher behavior in children's relational aggression development: A five-wave longitudinal study. Journal of School Psychology, 64, 17–27.PubMed Weyns, T., Verschueren, K., Leflot, G., Onghena, P., Wouters, S., & Colpin, H. (2017). The role of teacher behavior in children's relational aggression development: A five-wave longitudinal study. Journal of School Psychology, 64, 17–27.PubMed
go back to reference Willms, J. D. (2010). School composition and contextual effects on student outcomes. Teachers College Record, 112(4), 1008–1037. Willms, J. D. (2010). School composition and contextual effects on student outcomes. Teachers College Record, 112(4), 1008–1037.
go back to reference Wood, L., Kiperman, S., Esch, R. C., Leroux, A. J., & Truscott, S. D. (2017). Predicting dropout using student- and school-level factors: An ecological perspective. School Psychology Quarterly, 32(1), 35–49.PubMed Wood, L., Kiperman, S., Esch, R. C., Leroux, A. J., & Truscott, S. D. (2017). Predicting dropout using student- and school-level factors: An ecological perspective. School Psychology Quarterly, 32(1), 35–49.PubMed
go back to reference Wright, M. F., & Wachs, S. (2019). Does school composition moderate the longitudinal association between social status insecurity and aggression among Latinx adolescents? International Journal of Bullying Prevention, 1(3), 180–186. Wright, M. F., & Wachs, S. (2019). Does school composition moderate the longitudinal association between social status insecurity and aggression among Latinx adolescents? International Journal of Bullying Prevention, 1(3), 180–186.
go back to reference Xia, M., Fosco, G. M., & Feinberg, M. E. (2016). Examining reciprocal influences among family climate, school attachment, and academic self-regulation: Implications for school success. Journal of Family Psychology, 30(4), 442–452.PubMed Xia, M., Fosco, G. M., & Feinberg, M. E. (2016). Examining reciprocal influences among family climate, school attachment, and academic self-regulation: Implications for school success. Journal of Family Psychology, 30(4), 442–452.PubMed
Metagegevens
Titel
Longitudinal Associations Linking Elementary and Middle School Contexts with Student Aggression in Early Adolescence
Auteurs
Michael T. Sanders
Karen L. Bierman
Brenda S. Heinrichs
Publicatiedatum
15-09-2020
Uitgeverij
Springer US
Gepubliceerd in
Research on Child and Adolescent Psychopathology / Uitgave 12/2020
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI
https://doi.org/10.1007/s10802-020-00697-6