Adolescents Antisocial Behavior and Their Academic Performance: The Case of High Schools in Jimma Town

Girma, Henok; Hassen, Aregash; Garuma, Desalegn

doi:10.18415/ijmmu.v6i1.575

Cited by 4 publications

(12 citation statements)

References 4 publications

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“…School performance, measured in terms of a successful academic year, was significantly associated with “Externalising behaviour” and “Family conflict” dimensions. This is consistent with other recent findings indicating an association between academic performance and antisocial conduct [ 82 ], as well as between parent–adolescent conflict and school-related problems such as school disengagement, low academic performance, and negative behaviour in class [ 83 ].…”

Section: Discussionsupporting

confidence: 93%

Assessment of Family, Peers, and Externalising Behaviour Dimensions in Adolescence: The Proposal of a Comprehensive Instrument (FPEB)

Caso

Greco

Florio

et al. 2021

IJERPH

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In the context of externalising behaviour problems, risk factor research (RFR) focuses on risk and protective factors of juvenile delinquency, which can pertain to individual, system, and societal levels. Several instruments aiming at measuring these factors have been developed, but a comprehensive research tool is missing. The aim of the present study was to develop and validate a questionnaire, the “Family, Peers, and Externalising Behaviour in adolescence” (FPEB) as a tool for assessing adolescents’ tendency of externalising behaviour, the quality of relation with their parents, and peer-relations. FPEB was administered to 835 Italian students (36.8% males, age M = 13.81, SD = 1.54) together with the Moral Disengagement questionnaire to test concurrent validity. Data about socio-demographics and school performance were also collected. An EFA (Promax rotation, subsample A, n = 444) resulted in a four-factor structure that was corroborated by a CFA (subsample B, n = 388). The factors were “externalising behaviour” (var 13.16%), “peer relations difficulties” (var 11.10%), “Family conflict” (var 8.32%), and “lack of family negotiation” (var 7.11%) and showed good internal consistency (all α ≥ 0.65). There were differences between males and females in the correlational patterns of the four factors. The FPEB factors also showed good concurrent validity: two of the four factors (“lack of family negotiation” and “externalising behaviour”) and the total score of the scale correlated with the “Moral disengagement scale”, whereas peer relation difficulties did not. Further analyses also showed gender differences (except for “peer relations difficulties”) and an association between students’ school performance and “externalising behaviour”, “family conflict”, and the total FPEB scores. We concluded that the FPEB is a tool that is potentially useful to assess risk and protective factors and to plan targeted interventions (focusing on the specific area). Limitations and suggestions for further improvements are also discussed.

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Section: Discussionsupporting

confidence: 93%

Assessment of Family, Peers, and Externalising Behaviour Dimensions in Adolescence: The Proposal of a Comprehensive Instrument (FPEB)

Caso

Greco

Florio

et al. 2021

IJERPH

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“…In this context, it was determined that students with an academic average of 49 and below exhibited more risky behaviors than students with an academic average of 85 or higher; this difference was seen both in total risky behaviors and anti-social behaviors, alcohol use, smoking, eating habits and school dropout. Similar studies with the results of the study show increased risky behaviors and risk-taking behaviors as academic success ingested (Siyez, 2009); there is a negatively significant relationship between antisocial behavior and academic achievement (Girma et al, 2019). In their study, Pérez-Fuentes et al (2011) determined that academic failure was positively related to antisocial behavior and criminal conduct.…”

Section: Conclusion and Discussionsupporting

confidence: 66%

“…Bu bağlamda akademik ortalaması 49 ve altında olan öğrencilerin, akademik ortalaması 85 ve üstü olan öğrencilere göre daha çok riskli davranışlar sergiledikleri; bu farklılığın hem toplam riskli davranışlarda hem de anti sosyal davranışlar, alkol kullanımı, sigara kullanımı, beslenme alışkanlıkları ve okul terkinde görüldüğü belirlenmiştir. Araştırmanın sonuçları ile benzer olan çalışmalarda da akademik başarı düştükçe riskli davranışlar ve risk alma davranışlarının arttığı (Siyez, 2009); antisosyal davranışlar ile akademik başarı arasında negatif yönde anlamlı bir ilişki olduğu (Girma et al, 2019) vurgulanmaktadır. Pérez-Fuentes vd.…”

Section: Sonuç Ve Tartışmaunclassified

“…In studies assessing the effect of risky behaviors on adolescent development and compliance; protective and risk factors (Jessor et al, 1994;Siyez, 2009); social support (İkiz & Savi-Çakar, 2012;Savi-Çakar & Tagay, 2017); family functions (Çataloglu, 2011); causes of risky behavior (Savi-Çakar, Tagay, & Karataş, 2015); levels of peer bullying and psychological well-being (Özdemir, 2018); subjective wellbeing and self-esteem (Savi-Çakar & Tagay, 2017); the focus is on variables such as loss and grief, strategies for improving subjective well-being and emotion editing skills (Akyüz, 2019) and parental and teacher abuse (Cansız, 2019). In addition, it is observed that negative life events and cognitive emotion regulation (Garnefski, Kraaij, & Spinhoven, 2001), environmental risk factors (Gerard & Buehler, 2004), self-control (Quinn & Fromme, 2010), depression and suicidal tendencies (Campos & Mesquita, 2014), sociodemographic variables, psychological health (Piko, 2000); physical abuse (Perkins & Jones, 2004); peer support (Brendgen, Lamarche, Wanner, & Vitaro, 2010); adolescent communication with the family (Gutman, Eccles, Peck, & Malanchuk, 2011), academic failure (Girma, Hassen, & Garuma, 2019;Pérez-Fuentes, Gázquez, Mercader, & García-Rubira, 2011) and genetic factors (Harden, Quinn, & Tucker-Drob, 2012) have been examined. Based on these studies, it can be said that adolescent risky behaviors need to be handled in a multifaceted way in relation to many variables.…”

Section: Introductionmentioning

confidence: 99%

“…Riskli davranışların ergen gelişimi ve uyumuna etkisini değerlendiren çalışmalarda; koruyucu ve risk faktörleri (Jessor et al, 1994;Siyez, 2009); sosyal destek (İkiz & Savi-Çakar, 2012;Savi-Çakar & Tagay, 2017); aile işlevleri (Çataloğlu, 2011); riskli davranışların nedenleri (Savi-Çakar, Tagay, & Karataş, 2015); akran zorbalığı ve psikolojik sağlamlık düzeyleri (Özdemir, 2018); öznel iyi oluş ve benlik saygısı (Savi-Çakar & Tagay, 2017); kayıp ve yas, öznel iyi oluşu artırma stratejileri ve duygu düzenleme becerileri (Akyüz, 2019) ile ebeveyn ve öğretmen istismarı (Cansız, 2019) gibi değişkenlere odaklanıldığı görülmektedir. Ayrıca, negatif yaşam olayları ve bilişsel duygu düzenleme (Garnefski, Kraaij, & Spinhoven, 2001), çevresel risk faktörleri (Gerard & Buehler, 2004), öz-kontrol (Quinn & Fromme, 2010), depresyon ve intihar eğilimi (Campos & Mesquita, 2014), sosyodemografik değişkenler, psikolojik sağlık (Piko, 2000); fiziksel istismara uğrama (Perkins & Jones, 2004); akran desteği (Brendgen, Lamarche, Wanner, & Vitaro, 2010); aile ile ergen iletişimi (Gutman, Eccles, Peck, & Malanchuk, 2011), akademik başarısızlık (Girma, Hassen, & Garuma, 2019;Pérez-Fuentes, Gázquez, Mercader, & García-Rubira, 2011) ve genetik faktörlerin (Harden, Quinn, & Tucker-Drob, 2012) incelendiği görülmektedir. Bu araştırmalardan yola çıkarak ergen riskli davranışlarının birçok değişkenle ilişkili olarak çok yönlü ele alınmasına ihtiyaç duyulduğu söylenebilir.…”

Section: Introductionunclassified

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Teacher abuse, school burnout and school attachment as predictors of adolescents’ risky behaviors

Çakar

Uzun

2021

pegegog

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The aim of this study is to determine the predictive level of teacher abuse, school burnout and school attachment for risky behaviors in adolescents, and to examine risky behaviors according to some demographic variables. Relational survey model was employed in the study. The study group consisted of 446 adolescents with an average age of 15.49 years studying in secondary schools. Personal information form, Risky Behaviors Scale, Teacher Emotional Abuse Scale, School Burnout Scale and School Attachment Scale for Adolescents were used to obtain demographic information about students. As for data analysis, Pearson's Correlation Coefficient Analysis, Multiple Linear Regression Analysis, Independent Samples t-Test and One-Way Variance Analysis were employed. As a result, it was found that teacher abuse and school burnout predicted adolescents’ risky behaviors in a positively significant direction whereas school attachment predicted adolescents’ risky behaviors in a negatively significant direction. It was revealed that the score averages taken from the total and sub-dimensions of risky behaviors differed significantly according to gender, grade level, academic average, perceived socioeconomic level and family structure variables. In addition, it was determined that suicidal tendencies did not differ based on gender, academic average and class level; antisocial behaviors and school dropout did not significantly differ according to the grade level.

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Examining the Relationship between Antisocial Behavior and the Academic Performance of Teenagers: The Role of Schools and Causes of the Antisocial Behavior

Vadivel

Alam

Anwar

et al. 2023

Education Research International

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This research paper aimed to examine the academic performance of teenagers, the role of schools, and causes of the antisocial behavior. Our relationship between antisocial behavior and the sample consisted of 127 participants from different schools in the USA aged 13–15. A cross-sectional research design was used. We used primary data to conduct our research. The results suggested that there is a negative relation between antisocial behavior and the academic performance of teenagers. However, there was a significant difference between male and female students’ academic performance. Male children were involved more in antisocial behavior compared to female students. Therefore, we would like to recommend further research works that need to be done on this topic; teachers should closely monitor the behavior of their teenage students as these are the most vulnerable years in a kid’s life. Parents, teachers, and counselors must work together to implement modification strategies to help minimize teenagers’ behavioral problems. This will ultimately result in improving their behavior and also academic performance.

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Adolescents Antisocial Behavior and Their Academic Performance: The Case of High Schools in Jimma Town

Cited by 4 publications

References 4 publications

Assessment of Family, Peers, and Externalising Behaviour Dimensions in Adolescence: The Proposal of a Comprehensive Instrument (FPEB)

Assessment of Family, Peers, and Externalising Behaviour Dimensions in Adolescence: The Proposal of a Comprehensive Instrument (FPEB)

Teacher abuse, school burnout and school attachment as predictors of adolescents’ risky behaviors

Examining the Relationship between Antisocial Behavior and the Academic Performance of Teenagers: The Role of Schools and Causes of the Antisocial Behavior

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