Skip to main content
Top
Gepubliceerd in:

19-02-2021 | Empirical Research

School Engagement Among Youth Entering Probation

Auteurs: Henry Joel Crumé, Paula S. Nurius, Bo-Kyung Elizabeth Kim, Patricia Logan-Greene

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 6/2021

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

Strong school engagement is crucial for school success among adolescents and particularly important for reducing recidivism. Yet, little is known about school engagement among youth serving probation while attending community schools. This study tested the multivariate associations between risk and promotive factors with three components of school engagement (behavioral, cognitive, and emotional). The study’s sample was derived from 5,378 intake assessments (23.6% female) of youth entering juvenile probation in a Pacific Northwest county who were assessed as either moderate or high risk for recidivism. The racial composition of the sample was predominantly White or European American (56.0%) and Black or African American (24.2%) and ranged in age from 10 to 19 years old (M = 15.5, SD = 1.46). The results suggest that dimensions of school engagement can be strengthened by increased relational and skill-building supports throughout youth’s social ecologies. The promotive factors of prosocial attitudes and prosocial community connections were significantly associated with increased school engagement. The implications of these findings are discussed regarding opportunities and strategies that promote school engagement for youth on probation.
Literatuur
go back to reference Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369–386. Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369–386.
go back to reference Baglivio, M. T., & Jackowski, K. (2013). Examining the validity of a juvenile offending risk assessment instrument across gender and race/ethnicity. Youth Violence and Juvenile Justice, 11(1), 26–43. Baglivio, M. T., & Jackowski, K. (2013). Examining the validity of a juvenile offending risk assessment instrument across gender and race/ethnicity. Youth Violence and Juvenile Justice, 11(1), 26–43.
go back to reference Barnoski, R(2004). Assessing risk for re-offense: Validating the Washington State Juvenile Court assessment appendices. Washington State Institute for Public Policy. http://www.wsipp.wa.gov. Barnoski, R(2004). Assessing risk for re-offense: Validating the Washington State Juvenile Court assessment appendices. Washington State Institute for Public Policy. http://​www.​wsipp.​wa.​gov.
go back to reference Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press. Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.
go back to reference Brown, J. D., Riley, A. W., Walrath, C. M., Leaf, P. J., & Valdez, C. (2008). Academic achievement and school functioning among nonincarcerated youth involved with the juvenile justice system. Journal of Education for Students Placed at Risk, 13(1), 59–75. Brown, J. D., Riley, A. W., Walrath, C. M., Leaf, P. J., & Valdez, C. (2008). Academic achievement and school functioning among nonincarcerated youth involved with the juvenile justice system. Journal of Education for Students Placed at Risk, 13(1), 59–75.
go back to reference Brown, T. M., & Rodriguez, L. F. (2009). School and the co‐construction of dropout. International Journal of Qualitative Studies in Education, 22(2), 221–242. Brown, T. M., & Rodriguez, L. F. (2009). School and the co‐construction of dropout. International Journal of Qualitative Studies in Education, 22(2), 221–242.
go back to reference Celinska, K., Sung, H. E., Kim, C., & Valdimarsdottir, M. (2019). An outcome evaluation of functional family therapy for court‐involved youth. Journal of Family Therapy, 41(2), 251–276. Celinska, K., Sung, H. E., Kim, C., & Valdimarsdottir, M. (2019). An outcome evaluation of functional family therapy for court‐involved youth. Journal of Family Therapy, 41(2), 251–276.
go back to reference Chung, H. L., & Steinberg, L. (2006). Relations between neighborhood factors, parenting behaviors, peer deviance, and delinquency among serious juvenile offenders. Developmental Psychology, 42(2), 319–331.PubMedPubMedCentral Chung, H. L., & Steinberg, L. (2006). Relations between neighborhood factors, parenting behaviors, peer deviance, and delinquency among serious juvenile offenders. Developmental Psychology, 42(2), 319–331.PubMedPubMedCentral
go back to reference Crosby, S. D., Algood, C. L., Sayles, B., & Cubbage, J. (2017). An ecological examination of factors that impact well‐being among developmentally‐disabled youth in the juvenile justice system. Juvenile and Family Court Journal, 68(2), 5–18. Crosby, S. D., Algood, C. L., Sayles, B., & Cubbage, J. (2017). An ecological examination of factors that impact well‐being among developmentally‐disabled youth in the juvenile justice system. Juvenile and Family Court Journal, 68(2), 5–18.
go back to reference Davis, A, Irvine, A., & Ziedenberg, J. 2014). Supervision strategies for justice-involved youth. Oakland, CA: Report by the National Council on Crime and Delinquency. http://youthjusticenc.org Davis, A, Irvine, A., & Ziedenberg, J. 2014). Supervision strategies for justice-involved youth. Oakland, CA: Report by the National Council on Crime and Delinquency. http://​youthjusticenc.​org
go back to reference Diaz, R, Franklin, T. E, Fraser, B, Garfinkel, L, Godfrey, G, Goslant, K., & Howard, D. S. 2015). Diaz, R, Franklin, T. E, Fraser, B, Garfinkel, L, Godfrey, G, Goslant, K., & Howard, D. S. 2015).
go back to reference Elmore, G. M., & Huebner, E. S. (2010). Adolescents’ satisfaction with school experiences: Relationships with demographics, attachment relationships, and school engagement behavior. Psychology in the Schools, 47(6), 525–537. Elmore, G. M., & Huebner, E. S. (2010). Adolescents’ satisfaction with school experiences: Relationships with demographics, attachment relationships, and school engagement behavior. Psychology in the Schools, 47(6), 525–537.
go back to reference Fall, A. M., & Roberts, G. (2012). High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout. Journal of Adolescence, 35(4), 787–798.PubMed Fall, A. M., & Roberts, G. (2012). High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout. Journal of Adolescence, 35(4), 787–798.PubMed
go back to reference Farn, A., & Adams, J. (2016). Education and interagency collaboration: A lifeline for justice involved youth. Washington, DC: Center for Juvenile Justice Reform, Georgetown University. https://cjjr.georgetown.edu Farn, A., & Adams, J. (2016). Education and interagency collaboration: A lifeline for justice involved youth. Washington, DC: Center for Juvenile Justice Reform, Georgetown University. https://​cjjr.​georgetown.​edu
go back to reference Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.
go back to reference Garcia-Reid, P., Reid, R. J., & Peterson, N. A. (2005). School engagement among Latino youth in an urban middle school context: Valuing the role of social support. Education and Urban Society, 37(3), 257–275. Garcia-Reid, P., Reid, R. J., & Peterson, N. A. (2005). School engagement among Latino youth in an urban middle school context: Valuing the role of social support. Education and Urban Society, 37(3), 257–275.
go back to reference Gilman, A. B., Hill, K. G., & Hawkins, J. D. (2014). Long-term consequences of adolescent gang membership for adult functioning. American Journal of Public Health, 104(5), 938–945.PubMedPubMedCentral Gilman, A. B., Hill, K. G., & Hawkins, J. D. (2014). Long-term consequences of adolescent gang membership for adult functioning. American Journal of Public Health, 104(5), 938–945.PubMedPubMedCentral
go back to reference Gonsoulin, S., & Read, N. W. 2011). Improving educational outcomes for youth in the juvenile justice and child welfare systems through interagency communication and collaboration. National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At-Risk (NDTAC). https://files.eric.ed.gov/fulltext/ED533050.pdf Gonsoulin, S., & Read, N. W. 2011). Improving educational outcomes for youth in the juvenile justice and child welfare systems through interagency communication and collaboration. National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At-Risk (NDTAC). https://​files.​eric.​ed.​gov/​fulltext/​ED533050.​pdf
go back to reference Grayson, D. A., Mackinnon, A., Jorm, A. F., Creasey, H., & Broe, G. A. (2000). Item bias in the Center for Epidemiologic Studies Depression Scale: effects of physical disorders and disability in an elderly community sample. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences, 55(5), P273–P282. Grayson, D. A., Mackinnon, A., Jorm, A. F., Creasey, H., & Broe, G. A. (2000). Item bias in the Center for Epidemiologic Studies Depression Scale: effects of physical disorders and disability in an elderly community sample. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences, 55(5), P273–P282.
go back to reference Grogan-Kaylor, A., Ruffolo, M. C., Ortega, R. M., & Clarke, J. (2008). Behaviors of youth involved in the child welfare system. Child Abuse & Neglect, 32(1), 35–49. Grogan-Kaylor, A., Ruffolo, M. C., Ortega, R. M., & Clarke, J. (2008). Behaviors of youth involved in the child welfare system. Child Abuse & Neglect, 32(1), 35–49.
go back to reference Henry, K. L., Knight, K. E., & Thornberry, T. P. (2012). School disengagement as a predictor of dropout, delinquency, and problem substance use during adolescence and early adulthood. Journal of Youth and Adolescence, 41(2), 156–166.PubMed Henry, K. L., Knight, K. E., & Thornberry, T. P. (2012). School disengagement as a predictor of dropout, delinquency, and problem substance use during adolescence and early adulthood. Journal of Youth and Adolescence, 41(2), 156–166.PubMed
go back to reference Hirschfield, P. J., & Gasper, J. (2011). The relationship between school engagement and delinquency in late childhood and early adolescence. Journal of Youth and Adolescence, 40(1), 3–22.PubMed Hirschfield, P. J., & Gasper, J. (2011). The relationship between school engagement and delinquency in late childhood and early adolescence. Journal of Youth and Adolescence, 40(1), 3–22.PubMed
go back to reference Hofmann, V., & Müller, C. M. (2018). Avoiding antisocial behavior among adolescents: The positive influence of classmates’ prosocial behavior. Journal of Adolescence, 68, 136–145.PubMed Hofmann, V., & Müller, C. M. (2018). Avoiding antisocial behavior among adolescents: The positive influence of classmates’ prosocial behavior. Journal of Adolescence, 68, 136–145.PubMed
go back to reference Hovey, K. A., Zolkoski, S. M., & Bullock, L. M. (2017). Mental health and the juvenile justice system: Issues related to treatment and rehabilitation. World Journal of Education, 7(3), 1–13. Hovey, K. A., Zolkoski, S. M., & Bullock, L. M. (2017). Mental health and the juvenile justice system: Issues related to treatment and rehabilitation. World Journal of Education, 7(3), 1–13.
go back to reference Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.
go back to reference Jenson, J. M., & Fraser, M. W. (2015). A risk and resilience framework for child, youth, and family policy. In J. M. Jensen, & M. W. Fraser (Eds.) Social policy for children & families: A risk and resilience perspective (pp. 1–18). Sage Publications. Jenson, J. M., & Fraser, M. W. (2015). A risk and resilience framework for child, youth, and family policy. In J. M. Jensen, & M. W. Fraser (Eds.) Social policy for children & families: A risk and resilience perspective (pp. 1–18). Sage Publications.
go back to reference Johnson, J., & Reid, R. (2011). Overcoming executive function deficits with students with ADHD. Theory into Practice, 50(1), 61–67. Johnson, J., & Reid, R. (2011). Overcoming executive function deficits with students with ADHD. Theory into Practice, 50(1), 61–67.
go back to reference Jöreskog, K. G., & Goldberger, A. S. (1975). Estimation of a model with multiple indicators and multiple causes of a single latent variable. Journal of the American Statistical Association, 70(351a), 631–639. Jöreskog, K. G., & Goldberger, A. S. (1975). Estimation of a model with multiple indicators and multiple causes of a single latent variable. Journal of the American Statistical Association, 70(351a), 631–639.
go back to reference Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758–773. Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758–773.
go back to reference Kim, B. K. E., Gilman, A. B., Hill, K. G., & Hawkins, J. D. (2016). Examining protective factors against violence among high-risk youth: Findings from the Seattle Social Development Project. Journal of Criminal Justice, 45, 19–25. Kim, B. K. E., Gilman, A. B., Hill, K. G., & Hawkins, J. D. (2016). Examining protective factors against violence among high-risk youth: Findings from the Seattle Social Development Project. Journal of Criminal Justice, 45, 19–25.
go back to reference Kim, B. K. E., Johnson, J., Rhinehart, L., Logan-Greene, P. B., Lomeli, J., & Nurius, P. S. (in press). The school-to-prison pipeline for probation youth with special education needs. American Journal of Orthopsychiatry. Kim, B. K. E., Johnson, J., Rhinehart, L., Logan-Greene, P. B., Lomeli, J., & Nurius, P. S. (in press). The school-to-prison pipeline for probation youth with special education needs. American Journal of Orthopsychiatry.
go back to reference Kim, C. Y, Losen, D. J., & Hewitt, D. 2010). The school-to-prison pipeline: Structuring legal reform. New York University Press. Kim, C. Y, Losen, D. J., & Hewitt, D. 2010). The school-to-prison pipeline: Structuring legal reform. New York University Press.
go back to reference King, M. T., Burke, M. M., & Dalmage, H. (2018). Advocacy unit probation officers reporting risk factors for young offenders with intellectual or developmental disabilities. Research and Practice in Intellectual and Developmental Disabilities, 5(2), 168–177. King, M. T., Burke, M. M., & Dalmage, H. (2018). Advocacy unit probation officers reporting risk factors for young offenders with intellectual or developmental disabilities. Research and Practice in Intellectual and Developmental Disabilities, 5(2), 168–177.
go back to reference Krohn, M. D., Ward, J. T., Thornberry, T. P., Lizotte, A. J., & Chu, R. (2011). The cascading effects of adolescent gang involvement across the life course. Criminology, 49(4), 991–1028. Krohn, M. D., Ward, J. T., Thornberry, T. P., Lizotte, A. J., & Chu, R. (2011). The cascading effects of adolescent gang involvement across the life course. Criminology, 49(4), 991–1028.
go back to reference Krishnakumar, J., & Nagar, A. L. (2008). On exact statistical properties of multidimensional indices based on principal components, factor analysis, MIMIC and structural equation models. Social Indicators Research, 86(3), 481–496. Krishnakumar, J., & Nagar, A. L. (2008). On exact statistical properties of multidimensional indices based on principal components, factor analysis, MIMIC and structural equation models. Social Indicators Research, 86(3), 481–496.
go back to reference Lenzi, M., Sharkey, J. D., Wroblewski, A., Furlong, M. J., & Santinello, M. (2019). Protecting youth from gang membership: Individual and school‐level emotional competence. Journal of Community Psychology, 47(3), 563–578.PubMed Lenzi, M., Sharkey, J. D., Wroblewski, A., Furlong, M. J., & Santinello, M. (2019). Protecting youth from gang membership: Individual and school‐level emotional competence. Journal of Community Psychology, 47(3), 563–578.PubMed
go back to reference Leone, P. E., & Fink, C. M. (2017). Raising the bar: Creating and sustaining quality education services in juvenile detention, Issue Brief. Washington, DC: National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC). Leone, P. E., & Fink, C. M. (2017). Raising the bar: Creating and sustaining quality education services in juvenile detention, Issue Brief. Washington, DC: National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC).
go back to reference Li, C. (2013). Little’s test of missing completely at random. The Stata Journal, 13(4), 795–809. Li, C. (2013). Little’s test of missing completely at random. The Stata Journal, 13(4), 795–809.
go back to reference Li, Y., & Lerner, R. M. (2011). Trajectories of school engagement during adolescence: Implications for grades, depression, delinquency, and substance use. Developmental Psychology, 47(1), 233–247.PubMed Li, Y., & Lerner, R. M. (2011). Trajectories of school engagement during adolescence: Implications for grades, depression, delinquency, and substance use. Developmental Psychology, 47(1), 233–247.PubMed
go back to reference Li, Y., Zhang, W., Liu, J., Arbeit, M. R., Schwartz, S. J., Bowers, E. P., & Lerner, R. M. (2011). The role of school engagement in preventing adolescent delinquency and substance use: A survival analysis. Journal of Adolescence, 34(6), 1181–1192.PubMed Li, Y., Zhang, W., Liu, J., Arbeit, M. R., Schwartz, S. J., Bowers, E. P., & Lerner, R. M. (2011). The role of school engagement in preventing adolescent delinquency and substance use: A survival analysis. Journal of Adolescence, 34(6), 1181–1192.PubMed
go back to reference Mathur, S. R., & Clark, H. G. (2014). Community engagement for reentry success of youth from juvenile justice: Challenges and opportunities. Education and Treatment of Children, 37(4), 713–734. Mathur, S. R., & Clark, H. G. (2014). Community engagement for reentry success of youth from juvenile justice: Challenges and opportunities. Education and Treatment of Children, 37(4), 713–734.
go back to reference Martin, A. J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77(2), 413–440. Martin, A. J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77(2), 413–440.
go back to reference McCurley, C., Kigerl, A., & Peterson, A. (2017). Students before and after juvenile court dispositions: Student characteristics, education progress, juvenile court dispositions, and education outcomes in Washington State. Olympia, WA: Center for Court Research, Administrative Office of the Courts. McCurley, C., Kigerl, A., & Peterson, A. (2017). Students before and after juvenile court dispositions: Student characteristics, education progress, juvenile court dispositions, and education outcomes in Washington State. Olympia, WA: Center for Court Research, Administrative Office of the Courts.
go back to reference McEvoy, A., & Welker, R. (2000). Antisocial behavior, academic failure, and school climate: A critical review. Journal of Emotional and Behavioral Disorders, 8(3), 130–140. McEvoy, A., & Welker, R. (2000). Antisocial behavior, academic failure, and school climate: A critical review. Journal of Emotional and Behavioral Disorders, 8(3), 130–140.
go back to reference Mendoza, M., Blake, J. J., Marchbanks, III, M. P., & Ragan, K. (2020). Race, gender, and disability and the risk for juvenile justice contact. The Journal of Special Education, 53(4), 226–235. Mendoza, M., Blake, J. J., Marchbanks, III, M. P., & Ragan, K. (2020). Race, gender, and disability and the risk for juvenile justice contact. The Journal of Special Education, 53(4), 226–235.
go back to reference Muthén, L. K., & Muthén, B. (2018). Mplus. The comprehensive modelling program for applied researchers: user’s guide, 5. Muthén, L. K., & Muthén, B. (2018). Mplus. The comprehensive modelling program for applied researchers: user’s guide, 5.
go back to reference Murray, D. W., Rosanbalm, K., & Christopoulos, C. (2016). Self-regulation and toxic stress report 4: Implications for programs and practice (Vol. 97). OPRE Report No. 2015. https://fpg.unc.edu Murray, D. W., Rosanbalm, K., & Christopoulos, C. (2016). Self-regulation and toxic stress report 4: Implications for programs and practice (Vol. 97). OPRE Report No. 2015. https://​fpg.​unc.​edu
go back to reference Novak, A. (2018). The association between experiences of exclusionary discipline and justice system contact: A systematic review. Aggression and Violent Behavior, 40, 73–82. Novak, A. (2018). The association between experiences of exclusionary discipline and justice system contact: A systematic review. Aggression and Violent Behavior, 40, 73–82.
go back to reference Patterson, G. R., DeBaryshe, B. D., & Ramsey, E. (2017). A developmental perspective on antisocial behavior. In P. Mazerolle (Ed.). Developmental and life-course criminological theories (pp. 29–35). Routledge. Patterson, G. R., DeBaryshe, B. D., & Ramsey, E. (2017). A developmental perspective on antisocial behavior. In P. Mazerolle (Ed.). Developmental and life-course criminological theories (pp. 29–35). Routledge.
go back to reference Rapp-Paglicci, L., Stewart, C., & Rowe, W. (2011). Can a self-regulation skills and cultural arts program promote positive outcomes in mental health symptoms and academic achievement for at-risk youth? Journal of Social Service Research, 37(3), 309–319. Rapp-Paglicci, L., Stewart, C., & Rowe, W. (2011). Can a self-regulation skills and cultural arts program promote positive outcomes in mental health symptoms and academic achievement for at-risk youth? Journal of Social Service Research, 37(3), 309–319.
go back to reference Reynolds, A. J., & Clements, M. (2005). Parental involvement and children’s school success. In E. N. Patrikakou, R. P. Weissberg, S. Redding, & H. J. Wallberg (Eds.), School-family partnerships for children’s success (pp. 109–127). Teachers College Press, Columbia University. Reynolds, A. J., & Clements, M. (2005). Parental involvement and children’s school success. In E. N. Patrikakou, R. P. Weissberg, S. Redding, & H. J. Wallberg (Eds.), School-family partnerships for children’s success (pp. 109–127). Teachers College Press, Columbia University.
go back to reference Rodríguez, L. F., & Conchas, G. Q. (2009). Preventing truancy and dropout among urban middle school youth: Understanding community-based action from the student’s perspective. Education and Urban Society, 41(2), 216–247. Rodríguez, L. F., & Conchas, G. Q. (2009). Preventing truancy and dropout among urban middle school youth: Understanding community-based action from the student’s perspective. Education and Urban Society, 41(2), 216–247.
go back to reference Roman, C. G., Decker, S. H., & Pyrooz, D. C. (2017). Leveraging the pushes and pulls of gang disengagement to improve gang intervention: Findings from three multi-site studies and a review of relevant gang programs. Journal of Crime and Justice, 40(3), 316–336. Roman, C. G., Decker, S. H., & Pyrooz, D. C. (2017). Leveraging the pushes and pulls of gang disengagement to improve gang intervention: Findings from three multi-site studies and a review of relevant gang programs. Journal of Crime and Justice, 40(3), 316–336.
go back to reference Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529. Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529.
go back to reference Sexton, T., & Turner, C. W. (2011). The effectiveness of functional family therapy for youth with behavioral problems in a community practice setting. Journal of Family Psychology, 24(3), 339–348. Sexton, T., & Turner, C. W. (2011). The effectiveness of functional family therapy for youth with behavioral problems in a community practice setting. Journal of Family Psychology, 24(3), 339–348.
go back to reference Sharkey, J. D., Shekhtmeyster, Z., Chavez-Lopez, L., Norris, E., & Sass, L. (2011). The protective influence of gangs: Can schools compensate? Aggression and Violent Behavior, 16(1), 45–54. Sharkey, J. D., Shekhtmeyster, Z., Chavez-Lopez, L., Norris, E., & Sass, L. (2011). The protective influence of gangs: Can schools compensate? Aggression and Violent Behavior, 16(1), 45–54.
go back to reference Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.). Handbook of research on student engagement (pp. 21–44). Springer. Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.). Handbook of research on student engagement (pp. 21–44). Springer.
go back to reference Stefanski, A., Valli, L., & Jacobson, R. (2016). Beyond involvement and engagement: The role of the family in school-community partnerships. School Community Journal, 26(2), 135–160. Stefanski, A., Valli, L., & Jacobson, R. (2016). Beyond involvement and engagement: The role of the family in school-community partnerships. School Community Journal, 26(2), 135–160.
go back to reference Stouthamer-Loeber, M., Loeber, R., Wei, E., Farrington, D. P., & Wikström, P. O. H. (2002). Risk and promotive effects in the explanation of persistent serious delinquency in boys. Journal of Consulting and Clinical Psychology, 70(1), 111.PubMed Stouthamer-Loeber, M., Loeber, R., Wei, E., Farrington, D. P., & Wikström, P. O. H. (2002). Risk and promotive effects in the explanation of persistent serious delinquency in boys. Journal of Consulting and Clinical Psychology, 70(1), 111.PubMed
go back to reference Sullivan, A. L., Van Norman, E. R., & Klingbeil, D. A. (2014). Exclusionary discipline of students with disabilities: Student and school characteristics predicting suspension. Remedial and Special Education, 35(4), 199–210. Sullivan, A. L., Van Norman, E. R., & Klingbeil, D. A. (2014). Exclusionary discipline of students with disabilities: Student and school characteristics predicting suspension. Remedial and Special Education, 35(4), 199–210.
go back to reference Timmons-Mitchell, J., Bender, M. B., Kishna, M. A., & Mitchell, C. C. (2006). An independent effectiveness trial of multisystemic therapy with juvenile justice youth. Journal of Clinical Child & Adolescent Psychology, 35(2), 227–236. Timmons-Mitchell, J., Bender, M. B., Kishna, M. A., & Mitchell, C. C. (2006). An independent effectiveness trial of multisystemic therapy with juvenile justice youth. Journal of Clinical Child & Adolescent Psychology, 35(2), 227–236.
go back to reference Wang, M. T., & Eccles, J. S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83(3), 877–895.PubMed Wang, M. T., & Eccles, J. S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83(3), 877–895.PubMed
go back to reference Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12–23. Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12–23.
go back to reference Wang, M. T., & Fredricks, J. A. (2014). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child Development, 85(2), 722–737.PubMed Wang, M. T., & Fredricks, J. A. (2014). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child Development, 85(2), 722–737.PubMed
go back to reference Wasserman, G. A., McReynolds, L. S., Schwalbe, C. S., Keating, J. M., & Jones, S. A. (2010). Psychiatric disorder, comorbidity, and suicidal behavior in juvenile justice youth. Criminal Justice and Behavior, 37(12), 1361–1376. Wasserman, G. A., McReynolds, L. S., Schwalbe, C. S., Keating, J. M., & Jones, S. A. (2010). Psychiatric disorder, comorbidity, and suicidal behavior in juvenile justice youth. Criminal Justice and Behavior, 37(12), 1361–1376.
go back to reference Weerman, F. M., Lovegrove, P. J., & Thornberry, T. (2015). Gang membership transitions and its consequences: Exploring changes related to joining and leaving gangs in two countries. European Journal of Criminology, 12(1), 70–91. Weerman, F. M., Lovegrove, P. J., & Thornberry, T. (2015). Gang membership transitions and its consequences: Exploring changes related to joining and leaving gangs in two countries. European Journal of Criminology, 12(1), 70–91.
go back to reference Winokur-Early, K, Hand, G. A., & Blankenship, J. L. 2012). Validity and reliability of the Florida Positive Achievement Change Tool (PACT) risk and needs assessment instrument: A three-phase evaluation (validation study, factor analysis, inter-rater reliability). Justice Research Center. Winokur-Early, K, Hand, G. A., & Blankenship, J. L. 2012). Validity and reliability of the Florida Positive Achievement Change Tool (PACT) risk and needs assessment instrument: A three-phase evaluation (validation study, factor analysis, inter-rater reliability). Justice Research Center.
go back to reference Zeldin, S. (2004). Preventing youth violence through the promotion of community engagement and membership. Journal of Community Psychology, 32(5), 623–641. Zeldin, S. (2004). Preventing youth violence through the promotion of community engagement and membership. Journal of Community Psychology, 32(5), 623–641.
Metagegevens
Titel
School Engagement Among Youth Entering Probation
Auteurs
Henry Joel Crumé
Paula S. Nurius
Bo-Kyung Elizabeth Kim
Patricia Logan-Greene
Publicatiedatum
19-02-2021
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 6/2021
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-021-01405-3

Andere artikelen Uitgave 6/2021

Journal of Youth and Adolescence 6/2021 Naar de uitgave