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The effects of risk and protective f...

Daly, Brian P.

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The effects of risk and protective factors on the school engagement and behavior of urban middle school students of color.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effects of risk and protective factors on the school engagement and behavior of urban middle school students of color./
Author:	Daly, Brian P.
Description:	149 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1648.
Contained By:	Dissertation Abstracts International66-05A.
Subject:	Education, Guidance and Counseling. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3174234
ISBN:	9780542114588

The effects of risk and protective factors on the school engagement and behavior of urban middle school students of color.
Daly, Brian P.

The effects of risk and protective factors on the school engagement and behavior of urban middle school students of color. - 149 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1648.

Thesis (Ph.D.)--Loyola University Chicago, 2005.

The current study is grounded in a developmental-contextual model (Lerner, 1991) with the purpose of determining the extent to which students' report of school engagement and behavior is explained by a specific set of risk (neighborhood conditions, negative peer norms) and protective (social support, social competency) variables, and whether the protective factors are able to moderate the effects of the risk variables on school engagement and school behavior. An ethnically and culturally diverse group of 139 students, ranging in age from 12--15, in grades 7--8 was drawn from one public school in an urban Chicago location. Students were administered the School Sentiment Index (SSI), the Neighborhood Block/Conditions scale, the Friend's Delinquent Behavior-Adolescent Attitude Survey, the Vaux Social Support Record (VSSR), the Adolescent Self-Rating for Prosocial and Anger Management Skills, and self-report questions for School Behavior. Data were analyzed using stepwise and forced-entry, hierarchical multiple regressions for the School Sentiment Index and self-reported School Behavior. Regression analyses indicated that the four predictors combined explain 13% of the variance in school behavior, and 23% of the variance in school engagement. Peer norms were found to be the most effective predictor of school behavior, whereas school engagement was most effectively predicted by peer norms and social competency. Protective factors did not moderate the negative effects of neighborhood conditions and peer norms on the school engagement and behavior of urban middle school students of color. Results from this study demonstrate that youth who associate with negative peers are more likely to be negatively engaged in school. Furthermore, children and adolescents in this study that perceived they were strongly influenced by negative peer norms were more likely to experience school behavior problems. In contrast, youth who had developed a strong sense of social competency were more likely to be positively engaged in school. Findings from this study provide support far the importance of individual and contextual risk and protective factors, particularly peer norms and social competency, in the educational lives of urban youth of color as they relate to school engagement and behavior. Efforts at enhancing the opportunities for school success must address individual and environmental strengths and stressors.

ISBN: 9780542114588Subjects--Topical Terms:

1017740
Education, Guidance and Counseling.

The effects of risk and protective factors on the school engagement and behavior of urban middle school students of color.
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520 $a The current study is grounded in a developmental-contextual model (Lerner, 1991) with the purpose of determining the extent to which students' report of school engagement and behavior is explained by a specific set of risk (neighborhood conditions, negative peer norms) and protective (social support, social competency) variables, and whether the protective factors are able to moderate the effects of the risk variables on school engagement and school behavior. An ethnically and culturally diverse group of 139 students, ranging in age from 12--15, in grades 7--8 was drawn from one public school in an urban Chicago location. Students were administered the School Sentiment Index (SSI), the Neighborhood Block/Conditions scale, the Friend's Delinquent Behavior-Adolescent Attitude Survey, the Vaux Social Support Record (VSSR), the Adolescent Self-Rating for Prosocial and Anger Management Skills, and self-report questions for School Behavior. Data were analyzed using stepwise and forced-entry, hierarchical multiple regressions for the School Sentiment Index and self-reported School Behavior. Regression analyses indicated that the four predictors combined explain 13% of the variance in school behavior, and 23% of the variance in school engagement. Peer norms were found to be the most effective predictor of school behavior, whereas school engagement was most effectively predicted by peer norms and social competency. Protective factors did not moderate the negative effects of neighborhood conditions and peer norms on the school engagement and behavior of urban middle school students of color. Results from this study demonstrate that youth who associate with negative peers are more likely to be negatively engaged in school. Furthermore, children and adolescents in this study that perceived they were strongly influenced by negative peer norms were more likely to experience school behavior problems. In contrast, youth who had developed a strong sense of social competency were more likely to be positively engaged in school. Findings from this study provide support far the importance of individual and contextual risk and protective factors, particularly peer norms and social competency, in the educational lives of urban youth of color as they relate to school engagement and behavior. Efforts at enhancing the opportunities for school success must address individual and environmental strengths and stressors.
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