Perceived ecological congruence across family/school environments: Impact on the consistency of behavioral patterns and adaptation among children and youth

Brand, Stephen; Felner, Robert D.

doi:10.1002/(sici)1520-6629(199604)24:2<160::aid-jcop6>3.0.co;2-2

Cited by 9 publications

(5 citation statements)

References 51 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Considering the trend-level significant main effect of perceived early community supportive control on the total sample, first, and then by gender and race, the results lend support to the social disorganization model, particularly the research that has found that subjective perceptions of community disadvantage increase a person's vulnerability to being affected by their environment (Brand & Felner, 1996;Caughy et al, 2007;Sampson, 1991;Sampson et al, 1999;Spencer, 1997). Specifically, the influence of perceived community supportive control was found to influence after-school involvement, albeit contrary to expectations.…”

Section: Community and Family Contextssupporting

confidence: 55%

“…Indeed, as Sampson, Morenoff and Earls (1999) found, social mechanisms such as perceptions of collective efficacy and shared child control had a greater influence on child and adolescent outcomes than the structural characteristics of the community. Brand and Felner (1996) also found that an individual's subjective perceptions of their neighborhood environment could act as a protective factor for adolescent outcomes.…”

Section: Mechanismmentioning

confidence: 98%

“…Congruency within a mesosystem is related to the degree of consistency or agreement in the contexts; in other words, environmental congruency examines whether multiple contexts complement each other to influence an adolescent's development (Eccles, 2004;Gutman & Eccles, 2007;Roberts & Robins, 2004). Indeed, greater consensus between environments has been shown to yield better outcomes (Brand & Felner, 1996;Lohman, Kaura, & Newman, 2007).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Extending the bioecological model, the influence of early perceived supportive control of the community and family on adolescent after-school involvement should be the most optimal when adolescents are surrounded by contexts matched in values, particularly support, trust and cohesion (Brand & Felner, 1996;Bronfenbrenner, 1989;Eccles, 1993;Lohman, Kaura & Newman, 2007;Roberts & Robins, 2004). As Anderson et al (2007) found, having a greater number of external supports and opportunities was associated with an increase in prosocial outcomes and a decrease in the probability of risk behaviors.…”

Section: Environmental Congruence: the Community And Family Mesosystemmentioning

confidence: 99%

“…Beyond extending the literature by assessing self-selection factors while simultaneously accounting for two contexts, the community and family, this study also examines the influence of perceived environmental congruency. Indeed, the degree of congruence experienced across developmental contexts or environments can amplify the occurrence of positive or negative outcomes (Brand & Felner, 1996;Eccles et al, 1993;Lohman, Kaura, Newman, 2007;Roberts & Robins, 2004). This study assesses how similarities in community and family contexts, defined as a matched mesosystem, increase late adolescent after-school involvement.…”

Section: Chapter 1 Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Predictors of youth after-school involvement: The role of congruence between perceived early community and family supportive control

Mahatmya

View full text Add to dashboard Cite

Section: Community and Family Contextssupporting

confidence: 55%

Section: Mechanismmentioning

confidence: 98%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Environmental Congruence: the Community And Family Mesosystemmentioning

confidence: 99%

Section: Chapter 1 Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Predictors of youth after-school involvement: The role of congruence between perceived early community and family supportive control

Mahatmya

View full text Add to dashboard Cite

A multilevel analysis of student perceptions of school climate: The effect of social and academic risk factors

Fan

Williams

Corkin

2011

Psychology in the Schools

132

View full text Add to dashboard Cite

This multilevel study examines the extent to which individual-and school-level variables are predictive of three aspects of students' perceived school climate (order, safety, and discipline; fairness and clarity of school rules; and teacher-student relationship) by using a nationally representative sample. A wide range of social and academic risk factors at the individual level are examined. The results show that individual-level predictors, such as having behavior problems at school, being held back a grade, coming from a single-parent family, parents' education level, gender, and ethnicity (e.g., Hispanic and Asian), play a significant role in student perceptions of school climate. The results suggest that these relationships between the individual-level predictors and students' perceived school climate are fairly robust across schools. School-level variables, such as attending a private or a Catholic school, are also significant predictors of students' perceived climate. Furthermore, the study reveals significant interaction effects among the predictors and provides more accurate interpretations of the findings. C 2011 Wiley Periodicals, Inc.School climate is defined as the character and quality of life within a school that is shaped by its organizational structure, physical environment, instructional practices, interpersonal relationships, and overarching values, objectives, and customs (Cohen, McCabe, Michelli, & Pickeral, 2009). Understanding and examining school climate seems imperative, given the significant amount of research suggesting that positive school climate is associated with various student outcomes, including academic achievement and performance (

show abstract

Individual and contextual parameters associated with adolescents’ domain specific self‐perceptions

Kokkinos

Hatzinikolaou

2010

Journal of Adolescence

View full text Add to dashboard Cite

The present study examined the role of adolescents’ self‐esteem and perceptions of family and classroom contexts on their domain specific self‐perceptions. 345 Greek junior high school adolescents aged 14–16 completed measures of domain specific self‐perceptions, self‐esteem, parenting styles and classroom climate. Hierarchical regression analyses revealed that both family and classroom contexts predicted students’ self‐perceptions, after students’ demographics, academic achievement and self‐esteem were controlled for. However, different patterns emerged in the relationship between family, classroom climate and self‐esteem depending on domain specific self‐perceptions. Academic self‐perceptions (scholastic, mathematics and language competences) were predicted by classroom climate dimensions (order and organization, student involvement, rule clarity), whereas self‐perceptions regarding relations with parents, close friends and behaviour conduct, were predicted by parenting styles. Given the fact that adolescence is a period of fluctuation in self‐understanding which renders self‐perceptions particularly malleable, the results support the critical role of the social environments where adolescents operate.

show abstract

Perceived ecological congruence across family/school environments: Impact on the consistency of behavioral patterns and adaptation among children and youth

Cited by 9 publications

References 51 publications

Predictors of youth after-school involvement: The role of congruence between perceived early community and family supportive control

Predictors of youth after-school involvement: The role of congruence between perceived early community and family supportive control

A multilevel analysis of student perceptions of school climate: The effect of social and academic risk factors

Individual and contextual parameters associated with adolescents’ domain specific self‐perceptions

Contact Info

Product

Resources

About