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1. Explanatory Factors of the Black Achievement Gap in Montreal's Public and Private Schools: A Multivariate Analysis (EJ822813)
Author(s):
Caldas, Stephen J.; Bernier, Sylvain; Marceau, Richard
Source:
Education and Urban Society, v41 n2 p197-215 2009
Pub Date:
2009-00-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Private Schools; Age; African American Achievement; Academic Achievement; Family Structure; Multivariate Analysis; Foreign Countries; Multiple Regression Analysis; Achievement Gap; Socioeconomic Status; Peer Groups; Parents; Educational Environment; Secondary School Students
Abstract: This exploratory analysis uses multiple regression modeling to help shed light on the correlates of the Black achievement gap in Montreal's public and private secondary schools. Using school-level testing data from Quebec's Ministry of Education, the authors show that there is a Black achievement gap, and that this gap is highly associated with school socio-economic status, peer family structure, and average age of the student body's parents. An important secondary finding is that there remains a significant positive association of private schooling on academic achievement, even after controlling for race and all other central independent variables. (Contains 3 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Self-Control and Deviant Peer Network Structure (EJ823428)
McGloin, Jean Marie; Shermer, Lauren O'Neill
Journal of Research in Crime and Delinquency, v46 n1 p35-72 2009
Descriptors: Delinquency; Peer Groups; Adolescents; Self Control; Risk; Hypothesis Testing; Longitudinal Studies; Gender Differences; Race; Statistical Analysis
Abstract: From learning and opportunity perspectives, peer group structural dimensions shed light on social processes that can amplify or ameliorate the risk of having delinquent friends. Previous research has not accounted for a primary criminological variable, self-control, limiting theoretical clarity. The authors developed three hypotheses about self-control's potential role in deviant peer structure: it may underlie and explain the (spurious) relationship between deviant peers or peer structure and delinquency, be partially exogenous to deviant peers and deviant peer structure, and moderate the effects of deviant peers and deviant peer structure. To test these hypotheses, the authors used data from a longitudinal sample of adolescents containing peer self-reports of delinquency. The results suggest that self-control and deviant peers are complementary. This is the first study demonstrating this relationship with self-reports of deviance rather than perceptions. Less support was found for the conditioning impact of deviant network structure than in previous work. Some differential patterns also emerged by gender and race. Implications of these findings are discussed. (Contains 23 notes and 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Social Information-Processing Patterns of Maltreated Children in Two Social Domains (EJ823112)
Keil, Vivien; Price, Joseph M.
Journal of Applied Developmental Psychology, v30 n1 p43-52 Jan-Feb 2009
Descriptors: Child Neglect; Peer Relationship; Social Adjustment; Peer Groups; Cognitive Processes; Social Behavior; Child Abuse; Elementary School Students; Factor Analysis; Problem Solving; Aggression; Interpersonal Competence; Comparative Analysis
Abstract: This study examined relations among social information-processing (SIP) variables in the domains of peer provocation and peer group entry. Using Crick and Dodge's [Crick, N. R., & Dodge, K. A. (1994). "A review and reformulation of social information-processing mechanisms in children's social adjustment." "Psychological Bulletin," 115, 74-101] model, SIP variables were examined within and across domain to determine whether processing patterns varied with type of social situation. The ethnically varied sample included 188 (49% male) maltreated children (M age = 6.5 years) who had either been neglected or neglected and physically-abused in early elementary school. Factor analyses indicated that the variables representing attribution and evaluation steps of processing were domain-specific, whereas encoding, problem-solving, and enactment were not. In the provocation domain, children who had experienced physical abuse in addition to neglect displayed more hostile attributions and aggressive responses, and fewer competent responses relative to neglected children and nonmaltreated comparison children. In peer group entry, the children in the neglect-only group displayed more processing deficits, generating more aggressive responses than the comparison children. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Relations between Parental Psychological Control and Childhood Relational Aggression: Reciprocal in Nature? (EJ823617)
Kuppens, Sofie; Grietens, Hans; Onghena, Patrick; Michiels, Daisy
Journal of Clinical Child and Adolescent Psychology, v38 n1 p117-131 Jan 2009
2009-01-00
Descriptors: Intervals; Aggression; Parent Child Relationship; Parenting Styles; Foreign Countries; Children; Mothers; Fathers; Parent Attitudes; Teacher Attitudes; Peer Groups; Evaluation Methods
Abstract: Using a cross-lagged panel design, this study examined the directionality of relations between parental psychological control and child relational aggression. Data were collected from a proportionally stratified sample of 600 Flemish 8- to 10-year-old children at 3 measurement points with 1-year intervals. Reciprocal effects were evident in mother-child dyads. Maternal psychological control was positively related to child relational aggression 1 year later, and child relational aggression was positively related to maternal psychological control 1 year later. The father-child dyads were best represented by unidirectional parent effects. Paternal psychological control was positively related to child relational aggression 1 year later. Surprisingly, these effects emerged only for relational aggression as indexed by mother and father reports and not for relational aggression as indexed by teacher and peer measures. (Contains 1 footnote, 5 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Peer Group Homogeneity in Adolescents' School Adjustment Varies According to Peer Group Type and Gender (EJ824270)
Kiuru, Noona; Nurmi, Jari-Erik; Aunola, Kaisa; Salmela-Aro, Katariina
International Journal of Behavioral Development, v33 n1 p65-76 2009
Journal Articles; Reports - Evaluative
Descriptors: Females; Academic Achievement; Peer Relationship; Adolescents; Student Adjustment; Peer Groups; Gender Differences; Peer Influence; Questionnaires; Satisfaction; Student Participation; Burnout; At Risk Students; Student Attitudes; Track System (Education); Foreign Countries; High School Students
Abstract: This study investigated whether the members of adolescents' peer groups are similar in terms of their school adjustment and whether this homogeneity varies according to peer group type and gender. A total of 1262 peer group members who had recently moved to post-comprehensive education filled in questionnaires measuring their academic achievement, satisfaction with their educational track, school engagement, and school burnout. They also gave positive peer nominations on the basis of which 360 peer groups were identified and categorized as cliques, loose groups, and isolate dyads. The results showed that the members of adolescents' peer groups particularly resembled each other in terms of academic achievement. Moreover, the members of girls' cliques showed greater similarity to each other in terms of their satisfaction with educational track and school engagement than did the members of girls' loose groups. Girls' isolate dyads were, in particular, at risk for low adjustment at school. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Peer Groups, Social Identity, and Children's Bullying Behavior (EJ824413)
Duffy, Amanda L.; Nesdale, Drew
Social Development, v18 n1 p121-139 Feb 2009
2009-02-00
Descriptors: Group Membership; Bullying; Children; Peer Groups; Peer Influence; Social Behavior; Behavior Standards; Group Dynamics; Student Behavior; Social Development; Social Environment
Abstract: Drawing on social identity theory, this study explored the impact of the peer group on childhood bullying. Participants were 351 students, aged 8 to 13 years. Involvement in bullying, friendship group membership, norms of particular groups, and intra-group positions (prototypical vs. peripheral) were determined using peer reports. Results revealed within-group similarities in bullying behaviors. In addition, bullying was found to be greater when it was endorsed by group norms and when children were prototypical vs. peripheral members of bullying groups. The implications of the findings for the conceptualization of childhood bullying are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Development and Measurement through Confirmatory Factor Analysis of the Young Adult Social Behavior Scale (YASB): An Assessment of Relational Aggression in Adolescence and Young Adulthood (EJ824725)
Crothers, Laura M.; Schreiber, James B.; Field, Julaine E.; Kolbert, Jered B.
Journal of Psychoeducational Assessment, v27 n1 p17-28 2009
Descriptors: Aggression; Social Behavior; Young Adults; Measures (Individuals); Factor Analysis; Evaluation; Adolescents; Peer Relationship; Educational Psychology; Higher Education; College Students; Student Participation; Affective Behavior; Peer Groups
Abstract: The Young Adult Social Behavior Scale was developed for the purpose of measuring self-reported relational and social aggression and behaviors of interpersonal maturity in adolescents and young adults (the sample included 629 university students; 66% female; 91.6% White). Despite previous research suggesting that relational and social aggression comprise a single paradigm, there is emerging evidence that indirect, social, and relational aggression are, in fact, separate constructs. In accordance with this more recent research, in this study, confirmatory factor analysis supports that the Young Adult Social Behavior Scale measures three internally consistent constructs: relationally aggressive behaviors, socially aggressive behaviors, and interpersonally mature behaviors. (Contains 5 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Individual Characteristics and the Multiple Contexts of Adolescent Bullying: An Ecological Perspective (EJ825331)
Barboza, Gia Elise; Schiamberg, Lawrence B.; Oehmke, James; Korzeniewski, Steven J.; Post, Lori A.; Heraux, Cedrick G.
Journal of Youth and Adolescence, v38 n1 p101-121 Jan 2009
Descriptors: Television Viewing; School Activities; Individual Characteristics; Bullying; Family Income; Self Efficacy; Social Support Groups; Health Behavior; Group Behavior; Intervention; African Americans; Asian Americans; Peer Groups; Adolescents; Educational Environment
Abstract: This paper uses an ecological perspective to explore the risk factors associated with bullying behaviors among a representative sample of adolescents aged 11-14 (n = 9816, mean = 12.88, s = 0.9814). Data derived from the "Health Behavior in School Children: WHO Cross-National Survey" were used to model the relationship between bullying and media effects, peer and family support systems, self-efficacy, and school environment. Overall, the results of this study suggest that bullying increases among children who watch television frequently, lack teacher support, have themselves been bullied, attend schools with unfavorable environments, have emotional support from their peers, and have teachers and parents who do not place high expectations on their school performance. In addition, we found an inverse relationship between being Asian or African American, feeling left out of school activities and bullying. Our results lend support to the contention that bullying arises out of deficits in social climate, but that social support systems mediate bullying behavior irrespective of the student's racial/ethnic characteristics, parental income levels or media influences. Because the number of friends and the ability to talk to these friends increases the likelihood of bullying, we suggest that bullying is not simply an individual response to a particular environment but is a peer-group behavior. We conclude that limiting television viewing hours, improving student's abilities to access family support systems and improving school atmospheres are potentially useful interventions to limit bullying behavior. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Examining Externalizing Behavior Trajectories of Youth in Group Homes: Is There Evidence for Peer Contagion? (EJ825322)
Lee, Bethany R.; Thompson, Ron
Journal of Abnormal Child Psychology, v37 n1 p31-44 Jan 2009
Descriptors: Behavior Problems; Behavior Patterns; Adolescents; Peer Groups; Group Homes; Peer Influence; Peer Relationship; Antisocial Behavior; Males; Correlation; Individual Characteristics
Abstract: Although concerns about peer contagion are often cited in critiques of group treatments for troubled youths, few studies have examined the effects of exposure to deviant peers in residential group care settings. This study used administrative data of youth served at Boys Town, a nationally-known group care provider. Using latent class growth analysis, this study identified the externalizing behavior trajectories of youth in group care as well as the behavior trajectory of the peers with whom they lived, assessed the relationship between youth trajectory classes and individual and peer group characteristics as well as the relationship between an individual youth's behavior pattern and the behavior pattern of proximal peers. Several results suggested the presence of peer contagion in group care: a trajectory class of gradually increasing externalizing behavior problems, the strength of deviant peer density in predicting an individual youth's externalizing behavior trajectories and significant associations between behavior patterns of youth and proximal peers. While there is some evidence that suggests an increase in problem behavior during care, results from this study indicated that over 90% of the youth did not have an increase in problem behaviors and that positive peer influences may also be protective and inhibit problem behaviors. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. The Impact of New Learning Environments in an Engineering Design Course (EJ809253)
Dinsmore, Daniel L.; Alexander, Patricia A.; Loughlin, Sandra M.
Instructional Science: An International Journal of the Learning Sciences, v36 n5-6 p375-393 Sep 2008
2008-09-00
Descriptors: College Seniors; Academic Achievement; Engineering; Educational Environment; Higher Education; Student Participation; Pretests Posttests; Peer Groups; Cooperation; Student Development
Abstract: In this study, we investigated the effects of students' participation in a collaborative, project-based engineering design course on their domain knowledge, interests, and strategic processing. Participants were 70 college seniors working in teams on a design project of their choosing. Their declarative, procedural, and principled knowledge, along with their domain interest and their interest in select roles within that domain were tested at the outset of the semester and at its conclusions. Findings indicated that this course contributed to a rise in students' declarative knowledge, but not their procedural or principled knowledge of engineering design. Further, there was no significant change in students' personal interest in the domain over the semester, and their role interests were not associated with their demonstrated knowledge in the field at posttest. Implications for the perceived effectiveness of learning environments consisting of peer collaboration and relevant problems on students' academic development are considered. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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