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Examining temporal associations between school connectedness and early adolescent adjustment
Alexandra Loukas1, Ken G Ripperger-Suhler, Karissa D Horton
1Department of Kinesiology & Health Education, The University of Texas at Austin, Austin, TX, USA. alexandra.loukas@mail.utexas.edu
Journal of Youth and Adolescence
|July 29, 2009
Summary
School connectedness is linked to fewer conduct problems in early adolescents over time. Conversely, conduct problems can negatively impact a student's connection to school, highlighting a reciprocal relationship.
Area of Science:
- Child Psychology
- Developmental Psychology
- Educational Psychology
Background:
- Early adolescence is a critical period for social and emotional development.
- School connectedness is considered a crucial protective factor for adolescent well-being.
- Understanding the bidirectional relationship between school connectedness and adjustment problems is vital for intervention.
Purpose of the Study:
- To investigate the longitudinal associations between school connectedness and adjustment problems in early adolescents.
- To examine gender differences in these associations.
- To explore the reciprocal nature of school connectedness and conduct problems.
Main Methods:
- Two-wave longitudinal study design.
- Cross-lagged panel analyses were employed.
- Sample comprised 500 middle school students (6th and 7th graders).
Main Results:
- School connectedness predicted lower conduct problems one year later, controlling for baseline adjustment.
- Conduct problems predicted lower subsequent school connectedness, controlling for baseline connectedness.
- No significant cross-lagged associations were found between depressive symptoms and school connectedness.
Conclusions:
- Early adolescents' school connectedness and conduct problems exhibit a reciprocal, bidirectional relationship.
- Findings suggest that early adolescents actively influence their school environment.
- Interventions promoting school connectedness may mitigate conduct problems in adolescents.
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