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The role of interpersonal support in...

Sullivan, Mara.

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The role of interpersonal support in the relation between social cognitions and weapon-carrying behavior in high school youth: A longitudinal analysis.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The role of interpersonal support in the relation between social cognitions and weapon-carrying behavior in high school youth: A longitudinal analysis./
作者:	Sullivan, Mara.
面頁冊數:	120 p.
附註:	Adviser: Ernest V. E. Hodges.
Contained By:	Dissertation Abstracts International68-07B.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3272121
ISBN:	9780549108818

The role of interpersonal support in the relation between social cognitions and weapon-carrying behavior in high school youth: A longitudinal analysis.
Sullivan, Mara.

The role of interpersonal support in the relation between social cognitions and weapon-carrying behavior in high school youth: A longitudinal analysis. - 120 p.

Adviser: Ernest V. E. Hodges.

Thesis (Ph.D.)--St. John's University (New York), 2007.

The current study sheds light on some of the factors that protect and increase the incidence of weapon carrying among adolescents. Study limitations, implications and suggestions for future research are addressed.

ISBN: 9780549108818Subjects--Topical Terms:

1017560
Education, Educational Psychology.

The role of interpersonal support in the relation between social cognitions and weapon-carrying behavior in high school youth: A longitudinal analysis.
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100 1 $a Sullivan, Mara. $3 1278027
245 1 4 $a The role of interpersonal support in the relation between social cognitions and weapon-carrying behavior in high school youth: A longitudinal analysis.
300 $a 120 p.
500 $a Adviser: Ernest V. E. Hodges.
500 $a Source: Dissertation Abstracts International, Volume: 68-07, Section: B, page: 4848.
502 $a Thesis (Ph.D.)--St. John's University (New York), 2007.
520 $a The current study sheds light on some of the factors that protect and increase the incidence of weapon carrying among adolescents. Study limitations, implications and suggestions for future research are addressed.
520 $a Due to the instances of violence in several schools in the United States, much speculation has arisen about the various factors that might lead children to carry weapons to school. Using both a concurrent and longitudinal design, the present study aims to demonstrate that peer relationships moderate the association between social cognitions about weapon carrying and weapon-carrying behavior in high school children. It was hypothesized that children's group and dyadic relationships in terms of quantity as well as quality should moderate this relationship.
520 $a For the concurrent sample, which included the students that participated in the spring of 2004, the participants were 371, primarily Latino, 9 th - 11th grade boys and girls. For the longitudinal sample, which included the students that participated in both the fall of 2003 and the spring of 2004, the participants were 198, primarily Latino, 9th - 10th grade boys and girls. Participants completed a self-report questionnaire that assessed children's social cognitions about weapon carrying, a self-reported weapon carrying assessment, and a sociometric measure that asked students to indicate classmates they like to work or hang out with the most, classmates they least like to work or hang out with, their best friends and worst enemies. The participants also completed a peer nomination inventory that assessed weapon-carrying behavior and interpersonal characteristics.
520 $a A series of logistical regression analyses were utilized in order to test the concurrent and longitudinal hypotheses. Results showed that some peer relationships do influence the relation between social cognitions about weapon carrying and weapon-carrying behavior. Furthermore, this study demonstrates how the interaction between social cognitions and interpersonal relationships can predict the probability of carrying a weapon. Overall, the pattern of the interactions indicated that children with low power characteristics were more likely to show greater translation of social cognitions about weapon carrying into behavior than those with high interpersonal power. The exceptions to this pattern involved the interpersonal characteristics friends' aggression and peer acceptance. Having aggressive friends and being accepted by peers maximized the actualization of underlying social cognitive evaluations into behavior.
590 $a School code: 0192.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Hispanic American Studies. $3 1017793
650 4 $a Psychology, Clinical. $3 524864
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710 2 $a St. John's University (New York). $3 1017750
773 0 $t Dissertation Abstracts International $g 68-07B.
790 $a 0192
790 1 0 $a Hodges, Ernest V. E., $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3272121