Examining the Associations Among Home–School Dissonance, Amotivation, and Classroom Disruptive Behavior for Urban High School Students

Brown-Wright, Lynda; Tyler, Kenneth M.; Graves, Scott L.; Thomas, Deneia; Stevens‐Watkins, Danelle; Mulder, Shambra

doi:10.1177/0013124511408715

Cited by 10 publications

(9 citation statements)

References 43 publications

(92 reference statements)

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“…Another principle of the ecological model is that developmental processes occurring in various environments are mutually dependent. This suggests that problem behavior in one environment can transfer to another, for example, from home to school and vice versa (Bronfenbrenner, 1986;Brown-Wright et al, 2013;DiLalla & Mullineaux, 2008;Sameroff, 2000). A way in which a child's behavior in an educational setting can be affected by poor family functioning is through coercive interactions.…”

mentioning

confidence: 99%

Impact of Family Functioning on Classroom Problem Behavior of Children With Emotional and Behavioral Disorders in Special Education

Stoutjesdijk

Scholte

Swaab

2016

Journal of Emotional and Behavioral Disorders

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This study examined the relation between family functioning and classroom problem behavior of children with emotional and behavioral disorders receiving special educational support. To this end, the Teachers’ Report Form and the Family Questionnaire were completed for 84 children ( M age of 9.8 years) 2 times with a time lag of 11 months. Cross-lagged path analyses showed that internalizing and externalizing problem behavior in the classroom were stable over time, just as poor family functioning. Continuity of (a) poor communication, (b) discordant partner relationship, and (c) lack of social support were strongly associated with future total problem behavior in the classroom. Furthermore, parental responsiveness to a child’s needs was associated with lower future total problem behavior. A direct association was also found between externalizing behavior in the classroom and future poor family functioning. Implications of these findings for future research and practice are discussed.

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mentioning

confidence: 99%

Impact of Family Functioning on Classroom Problem Behavior of Children With Emotional and Behavioral Disorders in Special Education

Stoutjesdijk

Scholte

Swaab

2016

Journal of Emotional and Behavioral Disorders

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“…As Sharma (2014) succinctly elucidates, when incongruity exists between ideas and actions, something must change so that the dissonance is dispelled. Festinger (1957), Harmon-Jones et al (2011) andBrown-Wright et al (2013) have all defined dissonance as a mentally distressing situation from which individuals are compelled to extricate themselves by modifying belief systems and behaviour patterns. Hasan and Nasreen (2012) see dissonance as the factor prompting individuals to bestow concord and consistency upon discordant elements to thereby eliminate psychological distress.…”

Section: Post Purchase Dissonancementioning

confidence: 99%

Impact of Social Support Resources on Post- Purchase Dissonance: Evidence from Jordan

Al-Adamat¹,

Al-Adamat²

2019

IJBSS

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This article aims to address the paucity of research into the impact of social support resourcesfamily, friends and significant otherson post-purchase emotional and cognitive dissonance amongst young consumers. For the purposes of the study, a quantitative survey was undertaken of 564 randomly selected undergraduate purchasers of smart phones at six Jordanian universities. Data analysis revealed that social support had a statistically significant impact on emotional dissonance for males in the group. It had no bearing on emotional dissonance amongst females in the survey. However, the findings indicate an influence upon levels of cognitive dissonance experienced by both males and females. Consumer cognitive dissonance appears to increase in direct proportion to levels of familial influence surrounding the purchase. This study is one of only a limited number offering empirical evidence of the effects of social support systems on post-purchase dissonance.

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“…Notably, researchers to-date who have studied HSD using quantitative methods have largely relied on a single scale (Arunkumar et al, 1999;Brown-Wright, Tyler, Graves, Thomas, Stevens-Watkins, & Mulder et al, 2013;…”

Section: The Current Studymentioning

confidence: 99%

“…Studies of African American high school students have found positive associations between HSD and amotivation, cheating, disruptive behavior, and performance avoidance, and a negative association with grades (Brown-Wright et al, 2013;Tyler et al, 2010).…”

Section: Operationalizing Hsd In a Surveymentioning

confidence: 99%

“…Given that qualitative studies (Phelan et al, 1991, Carter, 2005 have found evidence of HSD in students from racial/ethnic minority backgrounds, and quantitative studies have not (Arunkumar, 1999Brown-Wright et al, 2013), this study used mixed-methods to explore those discrepancies. With the underlying belief that schools can promote positive development, a sequential mixed-methods design was used to examine HSD.…”

Section: The Present Studymentioning

confidence: 99%

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Dissonance Between Home and School: Does it Exist and How Should it be Measured?

Henderson¹

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This study seeks to provide insight into the measurement of home-school dissonance (HSD), or conflict between values, beliefs, and behavioral expectations at home and school that make it difficult for students to negotiate the boundaries between the two contexts (Arunkumar, Midgley, & Urdan, 1999). HSD may be an oftenoverlooked contributor to the achievement and discipline gaps that exist between White students and many students of color. To date, studies using the only quantitative measure of HSD, the "Dissonance Between Home and School (DBHS)" scale have found no differences in levels of HSD between Black and White students (Arunkumar et al., 1999) nor have they included racial ethnic groups other than Black and White. This study sought to interrogate the scale to determine why the expected differences might not be occurring, and to gain additional insight into HSD from the perspective of early adolescent students, and their parents and teachers.Mixed-methods, including cognitive interviews, semi-structured interviews, and surveys, were used to learn more about the DBHS scale and the broader landscape of HSD. Middle school students (n=6), their parents (n=6) and teachers from their school (n=5) participated in semi-structured interviews. Data from the literature as well as the interview data were used to propose a pilot 10-item HSD scale, which was administered to 238 students in three middle schools. The pilot items were all examined individually (i.e., descriptive statistics and mean differences across groups) and then an exploratory factor analysis (EFA) was run to determine if the items measured the latent construct, HSD. DISSONANCE BETWEEN HOME AND SCHOOLQualitative findings suggest that students, parents, and teachers discuss HSD differently. Students say that differences between home and school do not bother them, while teachers make assumptions and generalizations as they classify students into groups with low, medium, and high levels of HSD. Parents talked less in terms of HSD, but more about their experiences and satisfaction with school officials. The parents of two Black boys were particularly dissatisfied with their sons' schooling and felt that race and stereotypes towards their group impacted their sons at school.The quantitative findings showed few significant differences across racial groups; however, students who received free or reduced-price lunch had higher mean scores on all pilot HSD items. This is particularly important since there was an overrepresentation of students of color in the free or reduced-price lunch group. A five-factor scale, which was identified in the EFA, was invariant for students across broad racial categories (e.g., White/non-White) and for students who did and did not report receiving free or reducedprice lunch, suggesting the items were assessing the same construct in both groups.Findings from this study demonstrate the need to better define and measure HSD and to examine intersectionality across race and social class. Additionally, there continues to be a ...

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Examining the Associations Among Home–School Dissonance, Amotivation, and Classroom Disruptive Behavior for Urban High School Students

Cited by 10 publications

References 43 publications

Impact of Family Functioning on Classroom Problem Behavior of Children With Emotional and Behavioral Disorders in Special Education

Impact of Family Functioning on Classroom Problem Behavior of Children With Emotional and Behavioral Disorders in Special Education

Impact of Social Support Resources on Post- Purchase Dissonance: Evidence from Jordan

Dissonance Between Home and School: Does it Exist and How Should it be Measured?

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