School Disorder, School Connectedness, and Psychosocial Outcomes: Moderation by a Supportive Figure in the School

Autor/inn/en	Hurd, Noelle M.; Hussain, Saida; Bradshaw, Catherine P.
Titel	School Disorder, School Connectedness, and Psychosocial Outcomes: Moderation by a Supportive Figure in the School
Quelle	In: Youth & Society, 50 (2018) 3, S.328-350 (23 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X15598029
Schlagwörter	Student Attitudes; High School Students; Educational Environment; Student Development; Gender Differences; Student Behavior; Antisocial Behavior; Self Destructive Behavior; Symptoms (Individual Disorders); Student School Relationship; Grades (Scholastic); Structural Equation Models; Maximum Likelihood Statistics; Statistical Analysis; Maryland + Suchen Sie Ihr Suchwort? Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Geschlechterkonflikt; Student behaviour; Self destrucive behaviour; Selbstzerstörung; Psychiatrische Symptomatik; Schüler-Lehrer-Beziehung; Notenspiegel; Statistische Analyse
Abstract	The current study examined whether students' perceptions of school disorder influenced their psychosocial outcomes directly and indirectly via connectedness to school. The current study also explored moderation by the presence of a supportive figure in the school and investigated gender differences. Participants were 28,104 high school students. Results indicated that students' perceptions of school disorder predicted more externalizing behaviors and internalizing symptoms directly and indirectly via reduced connectedness to school. Perceived school disorder also indirectly predicted lower academic grades. The presence of a supportive figure in the school lessened the detrimental influence of school disorder on student outcomes. Results also indicated that male students may stand to benefit more from the protective influence of a supportive figure in the school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01