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Record identifier : 568032
Personal Name - Primary Intelectual Responsibility : Comeau, Colleen
Title and statement of responsibility : Impact of school context on the relations between deviant peer affiliations and problem behaviors during the middle school years: An exploratory analysis using hierarchical linear modeling [Thesis]
Publication, Distribution,Etc. : University of Oregon, 2005
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , University of Oregon
Summary or Abstract : Educators face a considerable challenge in addressing youth at risk for serious problem behaviors. Particularly during the middle school years, the school environment may play a vital role in shaping pathways of risk or resilience for preadolescents. However, contextual factors within the school environment that influence student outcomes have not been adequately assessed via traditional methods (e.g., students' self-report questionnaires). Using a novel observational assessment of the school environment, the current study explored how school contextual factors are associated with a range of student outcomes. Participants in this study are 1076 preadolescent students from 8 middle schools in the Pacific Northwest (76 European-American; 54 female). Unobtrusive observational data was collected in each of the 8 local middle schools. Observed factors within the school environment included the physical environment (e.g., noise level, adequacy of lighting in the hallways), management clarity (e.g., rules and expectations clearly posted), the emotional environment (e.g., student affect), and staff behaviors (e.g., quality of staff monitoring). Non-classroom settings were observed (e.g., hallways, outside corridors) during school transition times. One of the primary aims of this study was to examine the utility of the school observational measure, including the measure's reliability and validity. Using hierarchical linear modeling, both student report of school climate and observations of school context were examined as predictors of deviant peer affiliations and the student outcome variables (substance use, antisocial behavior, and positive engagement). There is initial support for the validity of the observational measure. The results suggest that student outcomes are associated with indicators of the school environment, particularly the school-level factors of a positive social-emotional environment and staff monitoring. There is limited evidence of a moderating effect of school context in the relations between deviant peer affiliations and the student outcomes. Sex differences emerged, in which the presence of certain school context factors was more protective for the female students. The observational assessment tool used in this study may provide future school-based research and intervention programs with a more cost- and time-effective data collection alternative..
Topical Name Used as Subject : Educational psychology, Behaviorial sciences
Information of biblio record : TL
 
 
 
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