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School functioning and violent behavior among young adolescents: a contextual analysis.

Amanda S Birnbaum1, Leslie A Lytle, Peter J Hannan

  • 1Division of Epidemiology, University of Minnesota, Minneapolis, MN 55454, USA. asb2006@med.cornell.edu

Health Education Research
|June 28, 2003
PubMed
Summary
This summary is machine-generated.

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Positive school functioning is linked to fewer violent behaviors in adolescents expecting college. This association was not found in students with lower educational expectations, highlighting potential school detachment issues.

Area of Science:

  • Adolescent Health
  • Educational Psychology
  • Criminology

Background:

  • School functioning, encompassing stability, performance, and demographics, may influence adolescent behavior.
  • Previous research indicates school characteristics correlate with student behaviors, even after controlling for individual factors.

Purpose of the Study:

  • To examine the association between overall school functioning and violent behaviors in young adolescents.
  • To investigate potential interactions between school functioning and individual-level factors, such as educational expectations.

Main Methods:

  • Utilized multilevel modeling to analyze data from 16 Minneapolis middle schools.
  • Collected data on violent behaviors and educational expectations through student surveys (Fall 1998-Spring 1999).

Related Experiment Videos

  • Constructed a School Functioning Index using public archives and administrator surveys.

    • Main Results:

    • A significant interaction was found between school functioning and future educational expectations.
    • Positive school functioning correlated with reduced violent behavior among students expecting to complete a college degree.
    • No association between school functioning and violent behavior was observed in students with lower educational expectations.

    Conclusions:

    • Objectively measured school characteristics are associated with adolescent violent behaviors.
    • School detachment may be a significant issue for students with lower educational aspirations.
    • Interventions targeting school functioning may be more effective for students with higher educational expectations.