There has been relactively little research on the contributions of school context to develompental outcomes.
This study examined relationships between students'sense of the school as a community and their involvement in problem behaviors.
Participants were an ethnically and socioeconomically diverse sample of 1434 fifth and sixth grade students from 24 elementary schools around the United States.
Data were analyzed by hierarchical linear regresion.
The major finding was that, with sevent relevant student-and school-level characteristics controlled, schools with higher average sense-of-community scores had signficantly lower average student drug use and delinquency.
Caution is warranted in inferring causality, however, owing to the cross-sectional design.
The findings suggest that school context may moderate relationships between individual risk and protective factors and developmental outcomes, and that schools that are experienced as communities may enhance students resiliency.
Mots-clés Pascal : Milieu scolaire, Ecole primaire, Etude transversale, Délinquance juvénile, Autoperception, Environnement social, Etats Unis, Amérique du Nord, Amérique, Effet psychologique, Prévention, Enfant, Homme, Trouble comportement social
Mots-clés Pascal anglais : School environment, Primary school, Cross sectional study, Juvenile delinquency, Self perception, Social environment, United States, North America, America, Psychological effect, Prevention, Child, Human, Social behavior disorder
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 98-0074261
Code Inist : 002B30A03B. Création : 14/05/1998.