Juvenile delinquency risk factors: Individual, social, opportunity or all of these together?

Bobbio, Andrea; Arbach, Karin; Illescas, Santiago Redondo

doi:10.1016/j.ijlcj.2020.100388

Cited by 21 publications

(16 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Juvenile detention centers should embrace the alternative model and develop cross-disciplinary subjects focused on improved communication in reading, prosociality, and social interaction centered around teaching helpability and coachability. Antisocial behavior and impulsivity significantly predict criminal behavior (Bobbio, Arbach, & Illescas, 2020;Geerlings, Asscher, Stams, & Assink, 2020). The present research results suggested communication problems remediation should be at the center of many juvenile's learning problems.…”

Section: Discussionmentioning

confidence: 52%

Noncognitive Factors Affecting Academic Achievement of Juvenile Delinquents

Coker

2021

Int J Innov Educ Res

View full text Add to dashboard Cite

The present study provides a description and analysis of the plight of first-time detained juvenile delinquents in the United States and the impact of noncognitive attributes and academic achievement on grades. Juvenile delinquents have poor outcomes as adults in higher rates of drug abuse, poor high school graduation rates, and lowered employment well into adulthood. The research questions examined the correlation among the noncognitive attributes of grit, academic self-concept, mental health, and self-esteem, academic achievement, and English and Mathematics grades for first-time detained juvenile delinquents aged 10-18. A multiple regression analysis of archival records of students in a short-term juvenile detention center was conducted. Findings showed three predictor variables were statistically significant and influenced academic performance measured by grades: verbal ability, social self-esteem, and prosocial skills. For juvenile delinquents (n = 72; males = 58, females = 14) aged 10-18 (M =15.3; SD = 1.6; range 10-18), the three predictor variables predicted English grades (adjusted R2 = .280) and Mathematics grades (adjusted R2 = .225). There was a discussion and recommendations for policies and research. The results support the need to consider noncognitive factors and the consideration of communication skills in the education of juvenile delinquents.

show abstract

Section: Discussionmentioning

confidence: 52%

Noncognitive Factors Affecting Academic Achievement of Juvenile Delinquents

Coker

2021

Int J Innov Educ Res

View full text Add to dashboard Cite

show abstract

“…The present study is an important contribution to the research literature on juvenile recidivism, because there have only been three previous studies which have compared onetime offenders to repeat offenders in Argentina (Orlando, 2017;Wiese et al, 2019;and Bobbio et al, 2020) and crossnational comparative studies are quite rare (Farrington, 2015). Nevertheless, further studies (preferably with a longitudinal design) should be carried out that provide more evidence about the predictors of recidivism among young offenders.…”

Section: Discussionmentioning

confidence: 92%

“…In another Argentina study, Bobbio et al (2020) assessed 211 young males aged 13-20 from the province of Cordoba. Of these, 136 young males were from four secondary schools, and the remaining 75 were from a juvenile detention centre.…”

Section: Previous Research On Risk Factors For Recidivism Of Juvenilesmentioning

confidence: 99%

Risk Factors for Juvenile Recidivists Versus One-Time Offenders in Argentina: Comparisons with Other Countries

Orlando¹,

Farrington

2021

Int Criminol

View full text Add to dashboard Cite

This article analyses risk factors for criminal recidivism of young offenders in Argentina, compared with studies in other countries; 65 recidivists are compared with 59 one-time offenders. Effect sizes were calculated for 24 risk factors for recidivism. Seven groups of risk factors were compared: (a) demographic information, (b) offence history, (c) family factors, (d) educational factors, (e) substance use history, (f) social factors, and (g) community and societal influences. Large effects on recidivism for all risk factors were found in the present study, in comparison with other countries. These findings are explained within the socio-cultural context of Argentina. Forward stepwise logistic regression analyses were carried out in order to investigate independent predictors, showing that age at first contact with the law, low school achievement, poor school attendance, substance abuse, delinquent peers and community disorganization were the most important independent predictors of juvenile recidivism in the present study. Criminal history and delinquent peers were also important predictors in other reviews of the predictors of reoffending.

show abstract

“…It is important to challenge societally disruptive or harmful sentiments harbored by many students, including those in the juvenile justice system. One of the variables associated with juvenile delinquency is anti-social beliefs (Bobbio et al 2020). These students are in special need of pro-social education and humane education curricula will serve that necessity.…”

Section: Humane Education and Societal Benefitsmentioning

confidence: 99%

Humane Education’s Effect on Middle School Student Motivation and Standards-Based Reading Assessment

O'Connor

Samuels

2021

Social Sciences

View full text Add to dashboard Cite

Students educated in the juvenile justice system face acute challenges such as lack of motivation and negative attitudes toward school. Schools in the system are expected to provide rigorous, Common Core-standards-aligned instruction. Humane education—lessons that nurture kindness and empathy towards humans, animals, and the environment—has been shown to motivate students and encourage their pro-social sentiments. This randomized control trial (with constraints) study of 192 12- and 13-year-old students from New Jersey asked students to complete five standards-aligned reading passages with text-based questions. The experimental-group assessments contained humane education themes and the control-group assessments had non-animal related high interest topics. The passages were equated in reading level, word count, etc. Analyses of the results showed that not only did students who received humane education passages do better overall, but also did much better on questions addressing specific Common Core Reading for Information standards. This study can be a starting point for applying and researching the effectiveness of humane education on the juvenile justice population, specifically, because they are expected to learn standards-aligned curricula and are in particular need of academic motivation and pro-social encouragement.

show abstract

Juvenile delinquency risk factors: Individual, social, opportunity or all of these together?

Cited by 21 publications

References 46 publications

Noncognitive Factors Affecting Academic Achievement of Juvenile Delinquents

Noncognitive Factors Affecting Academic Achievement of Juvenile Delinquents

Risk Factors for Juvenile Recidivists Versus One-Time Offenders in Argentina: Comparisons with Other Countries

Humane Education’s Effect on Middle School Student Motivation and Standards-Based Reading Assessment

Contact Info

Product

Resources

About