The Cycle of Deviant Behavior

Tolle, Glen C.; Kaplan, Howard

doi:10.1007/978-0-387-32644-3

Cited by 12 publications

(8 citation statements)

References 209 publications

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“…Behavioral adjustment is another dimension of school adjustment, as has been proven in the relationship between deviant behavior from the social norm and school maladjustment, both within [58,59] and out of school [60,61]. Within the school environment, the indicators of coexistence and social adjustment related to behavioral adjustment are especially relevant.…”

Section: Behavioral Adjustment-prosocial Behaviormentioning

confidence: 99%

Parental Involvement as a Protective Factor in School Adjustment among Retained and Promoted Secondary Students

Sarrato

Martínez

2019

Sustainability

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This study analyzes the relationship of parental involvement and school adjustment among secondary students considering their school integration, school satisfaction, and prosocial disposition. The analysis also considers academic performance through the grade retention. Study sample was 1043 Spanish adolescents aged between 12 and 17 years (51.5% girls, M = 14.21, SD = 1.38). A factorial (3x2x2x2) multivariate analysis of variance (MANOVA) was applied for the outcome variables of school integration, school satisfaction, and prosocial behavior, with parental educational involvement, grade retention, sex, and age as independent variables. The results show that both parental involvement and academic performance are positively related to school adjustment. In addition, parental involvement influences adolescents' school adjustment, regardless of academic performance, being a protective factor in that adjustment.Sustainability 2019, 11, 7080 2 of 16 of cognition), exert their effects on academic performance through the level of parental involvement or support in education [12][13][14]. This implication refers to parental behavior as concerns their attention and participation, at home and at school, aimed at helping children in their school learning experiences [15,16].Parental involvement in school is related, directly or indirectly, to academic performance [17,18]. These effects seem to be mediated by the perception that children have of such involvement, relating positively to their school adjustment [9,19]. For example, improvement in academic performance has been observed through improved academic motivation, school satisfaction, school commitment, self-esteem, social competence, prosocial behavior, normative adjustment, and, likewise, through a reduction in absenteeism and antisocial behaviors [20,21]. However, studies point to the existence of gender differences in terms of the assessments that the adolescent makes regarding the educational practices exercised by both parents, with a tendency to perceive the mother's educational practices more positively than those of the father's [14,22], with girls being the ones who indicate the biggest differences in this perception [23,24]. Although parental involvement has been related to school adjustment in different studies, it has not been proven to be equally effective for adolescents with good and poor academic performance. Academic PerformanceSeveral authors recognize a close connection between the adolescent's evolutionary aspect and academic decline, especially determined by the decrease in motivation and school commitment [25,26]. This process is attributed to the rapid transformation in their psychosocial and cognitive development and to the changes in some predictive variables of school achievement, such as factors related to family, social relationships, self-concept, motivation, attributional style, attitude toward studying, and learning strategies [27,28], as well as the difficulties of adapting to the secondary school social and educational context [29,30]...

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Section: Behavioral Adjustment-prosocial Behaviormentioning

confidence: 99%

Parental Involvement as a Protective Factor in School Adjustment among Retained and Promoted Secondary Students

Sarrato

Martínez

2019

Sustainability

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“…Developmental and life course theories have been extended to explain how what occurred and is occurring in the lives of one generation affect what happens in the lives of the next generation (Thornberry, 2005; Thornberry, 2009; Capaldi, Pears, Patterson & Owen, 2003; Conger, Neppi, Kim & Scaramella, 2003; Kaplan & Tolle, 2006). The current research is premised on the application of interactional theory (Thornberry, 1987; Thornberry & Krohn, 2001; Thornberry & Krohn, 2005) to intergenerational continuity (Thornberry, 2005; Thornberry, Krohn, & Freeman-Gallant, 2006).…”

Section: Theoretical Foundations For Intergenerational Continuitymentioning

confidence: 99%

Exploring intergenerational continuity in gang membership

Augustyn

Ward

Krohn

2017

Journal of Crime and Justice

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Little is known regarding intergenerational continuity in gang membership. Qualitative literature is suggestive of intergenerational parallelism yet no known research examines the causal mechanisms associated with this cycle, if it even exists. Prospective, longitudinal data from the Rochester Youth Development Study (RYDS) and the Rochester Intergenerational Study (RIGS) assess intergenerational continuity in gang membership among 371 parent-child dyads in a series of logistic regressions accounting for moderating influences of parent sex, child sex, parent-child sex combinations, and level of contact. Path analyses reported herein explore whether parenting behaviors mediate the relationship between parent and child gang membership among fathers and mothers, respectively. Three key findings emerge. First, intergenerational continuity in gang membership exists between mothers and daughters and, conditional on contact, between fathers and sons. Second, maltreatment mediates some of this relationship among father-son dyads. Third, no pathways to daughter gang membership were identified among mothers. In sum, this study provides evidence of intergenerational continuity in gang membership and further highlights the importance of parent sex, child sex, and level of contact in intergenerational research. Future research should further explore the causal pathways between parent and child gang membership.

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“…In particular, there is a growing consensus (Cairns et al, 1998; Kaplan and Tolle, 2006; Patterson, 1998; Smith and Farrington, 2004) that intergenerational studies should have comparable measures of G2 and G3 antisocial behavior covering the same ages or the same developmental stages.…”

Section: Intergenerational Studies Of Behaviormentioning

confidence: 99%

The Apple Doesn't Fall Far From the Tree (Or Does It?): Intergenerational Patterns of Antisocial Behavior—the American Society of Criminology 2008 Sutherland Address*

Thornberry¹

2009

Criminology

112

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There is a growing literature on intergenerational studies of antisocial behavior and a growing understanding of the unique contributions they are likely to make. At the same time, the field has yet to agree on core design features for intergenerational study. In this article I propose a set of defining design elements that all intergenerational studies should meet and I discuss the advantages of these studies for enhancing our understanding of the onset and course of delinquent careers. I then use data from the ongoing Rochester Intergenerational Study to illustrate these points and the potential yield of intergenerational studies. In particular, I examine intergenerational continuities in antisocial behavior and school disengagement, test the cycle of violence hypothesis to see if a history of maltreatment increases the likelihood of perpetration of maltreatment, and estimate a structural equation model to help identify mediating pathways that link parents and children with respect to antisocial behavior.

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The Cycle of Deviant Behavior

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Cited by 12 publications

References 209 publications

Parental Involvement as a Protective Factor in School Adjustment among Retained and Promoted Secondary Students

Parental Involvement as a Protective Factor in School Adjustment among Retained and Promoted Secondary Students

Exploring intergenerational continuity in gang membership

The Apple Doesn't Fall Far From the Tree (Or Does It?): Intergenerational Patterns of Antisocial Behavior—the American Society of Criminology 2008 Sutherland Address*

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