The Experts below are selected from a list of 6054 Experts worldwide ranked by ideXlab platform

Rainer K. Silbereisen - One of the best experts on this subject based on the ideXlab platform.

  • Do Girls Profit More? Gender-Specific Effectiveness of a Life Skills Program against Alcohol Consumption in Early Adolescence.
    The Journal of Early Adolescence, 2010
    Co-Authors: Karina Weichold, Anett Brambosch, Rainer K. Silbereisen
    Abstract:

    This study investigated the effectiveness of a life skills program with regard to alcohol consumption, life skills, knowledge, and School Bonding for young adolescents. The focus was on the moderat...

  • The life skills program IPSY: positive influences on School Bonding and prevention of substance misuse.
    Journal of adolescence, 2009
    Co-Authors: Victoria Wenzel, Karina Weichold, Rainer K. Silbereisen
    Abstract:

    The present study investigated whether a life skills program (LSP) for the prevention of adolescent substance misuse can have positive influences on a School context and on School Bonding. The study also explored whether effects on alcohol use are mediated by positive effects on School Bonding resulting from program participation. The LSP IPSY (Information + Psychosocial Competence = Protection) was implemented over a 3-year period via specially trained teachers. Analyses were based on a German evaluation study utilizing a quasi-experimental design (intervention/control) with School-wise assignment to the respective groups. Analyses were based on four measurement points (N = 952, 10 years at pre-test). Results indicated that IPSY was well implemented, highly accepted by teachers and students, and that teachers profited regarding their teaching methods. ANCOVAS revealed positive program effects on alcohol use and School Bonding. Multiple regressions indicated that positive influences on School Bonding following program participation partially mediated effects on alcohol use.

Aryn M. Dotterer - One of the best experts on this subject based on the ideXlab platform.

  • Parental Knowledge: Examining Reporter Discrepancies and Links to School Engagement Among Middle School Studies
    Journal of youth and adolescence, 2016
    Co-Authors: Aryn M. Dotterer, Elizabeth Wehrspann
    Abstract:

    It is well established that parental knowledge contributes to adolescents’ well-being and School success and scholars have noted that parents and adolescents report different levels of knowledge. Discrepancies in parental knowledge have implications for adolescent outcomes such as risk behaviors, but little is known about the implications of knowledge discrepancies for adolescents’ School outcomes. The present study examined discrepancies in parent and adolescent reports of parental knowledge and investigated the extent to which knowledge discrepancies were linked to School engagement. Participants were early adolescents (N = 174; 53 % female) and their parents (90 % mothers). Adolescents (57 % African American/Black, 18 % multiracial, 17 % White/Caucasian, 7 % Hispanic/Latino and 1 % Asian American) attended a Midwestern, Title 1, urban, public middle School. Adolescents completed surveys in their homerooms and parents completed paper–pencil surveys at home or surveys via telephone. Results showed that parents reported more knowledge of adolescents’ activities and whereabouts compared to adolescents’ reports. Knowledge discrepancies were associated with School Bonding and School self-esteem such that dyads in which adolescents reported more knowledge than their parents reported had significantly higher levels of School Bonding and School self-esteem compared to dyads in which parents reported much more knowledge.

  • Academic Growth Trajectories and Family Relationships among African American Youth.
    Journal of research on adolescence : the official journal of the Society for Research on Adolescence, 2013
    Co-Authors: Aryn M. Dotterer, Katie Lowe, Susan M. Mchale
    Abstract:

    This study explored trajectories of African American youths' academic functioning and assessed whether changes in parent-adolescent relationships were associated with changes in youths' academic functioning. The data were drawn from a three-year longitudinal study of gender socialization and development in two-parent African American families and included 197 families. Findings revealed gender differences in achievement trajectories and indicated that boys not only had lower levels of academic achievement compared to girls, but also experienced steeper declines in School self-esteem during adolescence. Changes in parent-adolescent relationship quality were linked to changes in academic functioning: Increases in conflict were related to decreases in GPA, School Bonding, and School self-esteem and increases in warmth were related to increases in School Bonding and School self-esteem.

  • sociocultural factors and School engagement among african american youth the roles of racial discrimination racial socialization and ethnic identity
    Applied Developmental Science, 2009
    Co-Authors: Aryn M. Dotterer, Susan M. Mchale, Ann C. Crouter
    Abstract:

    This study investigated the links between racial discrimination and School engagement and the roles of racial socialization and ethnic identity as protective factors in those linkages in a sample of 148, sixth through twelfth grade African American adolescents from working and middle-class two-parent families. In home interviews, youth described their ethnic identity, discrimination experiences at School, and School engagement (School Bonding, School grades, School self-esteem), and parents rated their racial socialization practices. Analyses revealed that discrimination was negatively related to School self-esteem and School Bonding. Racial socialization had additive effects on School self-esteem and School Bonding, but did not moderate the discrimination—School engagement association. For boys, ethnic identity had additive effects on School Bonding, but for girls, ethnic identity moderated the relation between discrimination and School Bonding: when girls experienced more discrimination and had a lower ...

  • Sociocultural Factors and School Engagement Among African American Youth: The Roles of Racial Discrimination, Racial Socialization, and Ethnic Identity
    Applied developmental science, 2009
    Co-Authors: Aryn M. Dotterer, Susan M. Mchale, Ann C. Crouter
    Abstract:

    This study investigated the links between racial discrimination and School engagement and the roles of racial socialization and ethnic identity as protective factors in those linkages in a sample of 148, 6th through 12th grade African American adolescents from working and middle class two-parent families. In home interviews youth described their ethnic identity, discrimination experiences at School, and School engagement (School Bonding, School grades, School self-esteem), and parents rated their racial socialization practices. Analyses revealed that discrimination was negatively related to School self-esteem and School Bonding. Racial socialization had additive effects on School self-esteem and School Bonding, but did not moderate the discrimination -- School engagement association. For boys, ethnic identity had additive effects on School Bonding, but for girls, ethnic identity moderated the relation between discrimination and School Bonding: When girls experienced more discrimination and had lower ethnic identity, they reported lower School Bonding. Discrimination, racial socialization, and ethnic identity were not related to School grades.

  • Implications of Out-of-School Activities for School Engagement in African American Adolescents
    Journal of Youth and Adolescence, 2007
    Co-Authors: Aryn M. Dotterer, Susan M. Mchale, Ann C. Crouter
    Abstract:

    The connection between out-of-School activities and School engagement was examined in 140, 6th through 9th grade African American adolescents. Youth’s out-of-School activities were measured with a series of 7 nightly phone calls and focused on time in structured (homework, academically-oriented, extracurricular/sports) and unstructured (watching television, hanging out with peers) activities. School engagement was assessed during a home interview in terms of affective (School Bonding), behavioral (School grades), and cognitive (School self-esteem) dimensions. Regression analyses controlling for parents’ education and youth grade in School showed that more time in extracurricular activities was associated with greater School self-esteem and School Bonding. In addition, more time spent on homework was associated with greater School Bonding for boys. Conversely, more time watching television was associated with lower School self-esteem and School Bonding.

Nicole Wash - One of the best experts on this subject based on the ideXlab platform.

  • community and School violence as significant risk factors for School climate and Bonding of teachers in chile a national hierarchical multilevel analysis
    Journal of Community Psychology, 2021
    Co-Authors: Jorge Varela, Constanza González, Roberto Melipillan, Pablo Letelier, Maria Camila Massis, Nicole Wash
    Abstract:

    Community and School violence involve aggressive behaviors among youth and adults. Researchers have focused mostly on aggression among students without considering teachers as victims of violence. The study's purpose was to examine the consequences of community violence, School violence, and School climate on the levels of teacher's Bonding to the School. We examined data of 5733 teachers from 510 Schools in 68 different communities in Chile. We used Hierarchical Linear Modeling to examine the relationship between the individual, School, and community-level variables. We found direct associations with School Bonding at the individual level for victim School violence, School climate, size and type of School, and violence in the community at the community level. Our results highlight the importance of School violence prevention from a comprehensive perspective, starting at the community level, followed by the School to provide more teacher's support.

Alan A Montgomery - One of the best experts on this subject based on the ideXlab platform.

  • The Association Between School Bonding and Smoking Amongst Chilean Adolescents
    Substance abuse, 2015
    Co-Authors: Jorge Gaete, Alan A Montgomery, Ricardo Araya
    Abstract:

    ABSTRACTBackground: The objective of the research was to study the association between School Bonding dimensions (School commitment and School attachment) and current adolescent smoking in Chile, controlling for confounding variables using the fifth Chilean School Population National Substance Use Survey, 2003 (CHSS-2003) data set. Methods: The CHSS-2003 is a stratified cross-sectional survey that gathers information about personal, familial, peer, and School factors and cigarette use using a self-reported questionnaire. Complete data from 21,956 adolescent students for all the variables of interest were used in the analyses. An exploratory factor analysis (EFA) was performed in order to explore the construct validity of the questionnaire and create the main exposure and potential confounding variables. Multivariable logistic regression analyses were undertaken to study the association between School Bonding and smoking. Results: The construct validity of the School attachment and School commitment scales...

  • FC03-01 - The association between School Bonding and smoking amongst adolescents in chilean Schools
    European Psychiatry, 2010
    Co-Authors: Jorge Gaete, Ricardo Araya, Alan A Montgomery
    Abstract:

    Objective To study the association between School Bonding dimensions (School commitment and School attachment) and current adolescent smoking in Chile, controlling for confounding variables using the Fifth Chilean School Population National Substance Use Survey, 2003 (CHSS-2003) dataset. Methods The CHSS-2003 is a stratified cross-sectional survey which gathers information about personal, familial, peer, School factors and cigarette use using a self-reported questionnaire. Complete data from 21,956 adolescent students for all the variables of interest were used in the analyses. An Exploratory Factor Analysis (EFA) was performed in order to test the construct validity of the questionnaire and create the main exposure and potential confounding variables. Multivariable logistic regression analyses were undertaken to study the association between School Bonding and smoking. Results The construct validity of the School attachment and School commitment scales was supported by the EFA. Multivariable analyses showed strong evidence that, after adjusting for factors from different domains, School commitment (student's good grades and School attendance) appears to have a clear inverse association with current smoking (OR=0.46; 95%CI: 0.38-0.56). On the other hand, School attachment (their feelings towards their School and their teachers) was not associated with adolescent smoking (OR=1.16; 95%CI: 0.88-1.53) Conclusions School commitment was strongly associated with current smoking. It is important to study further this variable with the aim of ascertaining whether or not interventions that improve School commitment may prevent or reduce smoking amongst adolescent students.

Friedrich Losel - One of the best experts on this subject based on the ideXlab platform.

  • direct protective and buffering protective factors in the development of youth violence
    American Journal of Preventive Medicine, 2012
    Co-Authors: Friedrich Losel, David P Farrington
    Abstract:

    Abstract This article discusses conceptual issues and reviews knowledge about direct and buffering protective factors in the development of youth violence. Direct protective factors predict a low probability of violence, whereas buffering protective factors predict a low probability of violence in the presence of risk (and often interact with risk factors). Individual, family, School, peer, and neighborhood factors are reviewed. Heterogeneity of variables, measurement, contexts, study design, sample, and other characteristics limit generalizations. However, there were various evidence-based candidates for having a direct protective or buffering protective effect such as above-average intelligence, low impulsivity/easy temperament, enhanced anxiety, prosocial attitudes, high heart rate, close relationship to at least one parent, intensive parental supervision, medium SES of the family, sound academic achievement, strong School Bonding, a positive School/class climate, nondeviant peers, and living in a nondeprived and nonviolent neighborhood. The probability of violence decreases as the number of protective factors increases (a dose–response relationship). Implications for future research and practice concern adequate research designs to detect nonlinear relationships; conceptually and methodologically homogeneous studies; differentiated analyses with regard to age, gender, and other characteristics; and greater integration of longitudinal correlational research with (quasi-)experimental intervention studies.