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Exploring risk and protective dimens...

Brown, Megan Alyssa.

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Exploring risk and protective dimensions of ethnic minority students' relationships and disruptive behavior at school.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring risk and protective dimensions of ethnic minority students' relationships and disruptive behavior at school./
作者:	Brown, Megan Alyssa.
面頁冊數:	132 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1646.
Contained By:	Dissertation Abstracts International67-05A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3218854
ISBN:	9780542682322

Exploring risk and protective dimensions of ethnic minority students' relationships and disruptive behavior at school.
Brown, Megan Alyssa.

Exploring risk and protective dimensions of ethnic minority students' relationships and disruptive behavior at school. - 132 p.

Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1646.

Thesis (Ph.D.)--University of California, Santa Barbara, 2006.

A considerable number of youth engage in behaviors that place them at risk for negative psychosocial health and behavior outcomes; therefore there is an urgency to understand and address students' social and emotional development as it relates to antisocial behavior. From an ecological perspective, schools are recognized as unique systems in which students have the opportunity to develop relationships with teachers and peers that have the potential to play a pivotal role in later behavioral adjustment. Instead of categorizing relationships as all positive or negative, this study aims to investigate the risk and protective mechanisms of distinct relationship dimensions and their unique and collective association with negative behaviors at school.

ISBN: 9780542682322Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Exploring risk and protective dimensions of ethnic minority students' relationships and disruptive behavior at school.
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245 1 0 $a Exploring risk and protective dimensions of ethnic minority students' relationships and disruptive behavior at school.
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500 $a Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1646.
500 $a Adviser: Gale M. Morrison.
502 $a Thesis (Ph.D.)--University of California, Santa Barbara, 2006.
520 $a A considerable number of youth engage in behaviors that place them at risk for negative psychosocial health and behavior outcomes; therefore there is an urgency to understand and address students' social and emotional development as it relates to antisocial behavior. From an ecological perspective, schools are recognized as unique systems in which students have the opportunity to develop relationships with teachers and peers that have the potential to play a pivotal role in later behavioral adjustment. Instead of categorizing relationships as all positive or negative, this study aims to investigate the risk and protective mechanisms of distinct relationship dimensions and their unique and collective association with negative behaviors at school.
520 $a The present study examined the qualitative dimensions of 227 predominantly Latino students' relationships with teachers and peers in the elementary and middle school contexts. In general, results partially supported the research hypotheses, providing additional support for studying students' behavior problems from a relationship perspective. Factor analysis revealed three dimensions of teacher relationships and four dimensions of peer relationships that are similar to constructs identified in the literature pertaining to Caucasian samples. Cross-sectional findings revealed students' perceptions of negative peer influence and conflicted relationships with teachers were most strongly associated with ratings of problem behavior at the end of the three-year study. However, students' perception of teachers' personal interest and investment in them as individuals had an ameliorative effect on negative outcomes for students. Results from this study illuminate previous findings emphasizing the notion that students are influenced either positively or negatively by the type of peers they associate with (e.g., Ladd, 1999) and the quality of relationships they hold with classroom teachers have significant impact on the behavior pathways students follow. These findings have implications for intervention efforts and school policy in that they suggest closer attention and commitment to understanding and cultivating relational processes between students and their teachers and peers as a mechanism for enhancing opportunities for positive social development.
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