Academic Underachievement and Delinquent Behavior

Hoffmann, John P.

doi:10.1177/0044118x18767035

Cited by 23 publications

(21 citation statements)

References 67 publications

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“…Theoretically, measures of attachment are key variables in both social control (Hirschi 1969) and social learning theories (Akers 1985). Empirically, we measure friend attachment, religious attachment, and school attachment, consistent with prior research using the Add Health data (Dornbusch et al 2001;Haynie and Osgood 2005;Hoffmann 2018). Friend attachment was measured by asking respondents how much they felt that their friends cared about them.…”

Section: Methodsmentioning

confidence: 99%

Does the Residential Landscape Contextualize Friendships? Examining the Causes and Consequences of Affiliating with Older Friends

Yohros

Zimmerman

2020

Journal of Research in Crime and Delinquency

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Objectives: Examine the relationships among structural disadvantage, friendship network age composition, and violent offending by investigating the contextual and individual etiology of affiliating with older friends and exploring the mechanisms that link friendship network age composition to violent offending. Method: Hierarchical linear models analyze 8,481 respondents distributed across 1,485 census tracts from the National Longitudinal Study of Adolescent to Adult Health. Social network data are used to construct a measure of the proportion of a respondent’s friendship network that is at least one grade older than the respondent. Results: Consistent with hypotheses, structural disadvantage increases affiliations with older friends, older friendship networks report higher levels of violence, and affiliating with older friends increases violence among respondents. Contrary to expectations, the influence of affiliating with older friends on respondent violence decreases, rather than increases, as levels of violence in the friendship network increase. Conclusions: The results shed light on the inextricable linkages among social context, friendship network composition, and sociobehavioral outcomes among youth. The findings inform peer mentoring program evaluations observing iatrogenic effects via peer deviancy.

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Section: Methodsmentioning

confidence: 99%

Does the Residential Landscape Contextualize Friendships? Examining the Causes and Consequences of Affiliating with Older Friends

Yohros

Zimmerman

2020

Journal of Research in Crime and Delinquency

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“…Receiving a high school suspension is also associated with lower outcomes (Jabbari & Johnson, 2020); for example, Brown and Parekh (2013) demonstrate that nearly one-half of TDSB students who did not apply to PSE had a previous suspension, compared to around one-tenth of students who had confirmed an offer of admission to university. One reason for this may be that students who have a history of suspension are more likely to have lower credit accumulation and higher absenteeism rates (Brown, 2009;Zheng & De Jesus, 2018)-yet, this relationship is bidirectional, as academic underachievement is also associated with later delinquency (Hoffmann, 2020). Students who fall below standard rates of credit accumulation are less likely to graduate and attend PSE (Ontario Ministry of Education, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

What matters more? What matters less? Changes in the transition to post-secondary between two Toronto high-school cohorts

Robson

Pullman

Maier

et al. 2021

CJHE

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Using data from two Toronto student cohorts that entered high school five years apart, this study uses descriptive and multivariate techniques to examine short-term change in the predictors of four possible pathways after high school: confirming a place in university, confirming a place in college, applying but no admittance, or not applying at all. From a comparative cohort perspective, the analysis considers various overlapping ascriptive and school experience factors that contribute to unequal transitions—from race, gender, and immigration background to early achievement, attendance, and suspensions. Even across a short time period, there is change in transition patterns. The results highlight that a comparative cohort approach provides insight into how the transition to post-secondary education in an urban environment changes even over relatively short periods of time.

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“…This needs to happen as early as possible by establishing a high baseline self-worth that leads to less school delinquency, as early behavioral problems in school predict later delinquency (Fergusson & Horwood, 1995). Engagement in school delinquency has been found to have many detrimental effects on the adolescent, including lower achievement scores (Hoffmann, 2020), school "drop-out" (Henry et al, 2012), and limited educational attainment (Monk-Turner, 1989). Additionally, peer delinquency in schools was also found to lead to decreases in achievement scores (Ahn & Trogdon, 2017) as well as an increase in the delinquency of the student (Church et al, 2012), indicating the need for the collective of the school to decrease the prevalence of school delinquency overall.…”

mentioning

confidence: 99%

A longitudinal study of the impact of school delinquency on self‐worth development among Black American adolescents

Tomek

Moore

Hooper

et al. 2020

Journal Community Psychology

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Previous research found adolescents with low self‐worth often utilize delinquency as a method of “self‐enhancing” as proposed by Kaplan, which suggests the effects of delinquency can be both enhancing and damaging to adolescents' later reports of self‐worth. We tested Kaplan's self‐enhancing thesis to determine the extent to which different levels of self‐worth in early adolescents foretell long‐term levels of self‐worth associated with delinquency among adolescents placed at‐risk. Data from a sample of 982 primarily Black American (95%) adolescents living in high‐poverty neighborhoods were analyzed using global and behavioral self‐worth measures collected annually between the ages of 12–17, with school delinquency as the self‐enhancing mechanism. Gender (45% female, 55% male) and baseline self‐worth measures were included in the model. We found empirical support for the positive effects of school delinquency consistent with self‐enhancing theories, although with younger female participants only. Specifically, engaging in delinquent behaviors at age 12 had a positive effect on a females' behavioral self‐worth. There were, however, differential effects for males. Although delinquency increased self‐worth among females in the short‐term, long‐term effects were negative, as greater school delinquency resulted in lower self‐worth at age 17. Additional gender results and implications for findings are discussed.

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Academic Underachievement and Delinquent Behavior

Cited by 23 publications

References 67 publications

Does the Residential Landscape Contextualize Friendships? Examining the Causes and Consequences of Affiliating with Older Friends

Does the Residential Landscape Contextualize Friendships? Examining the Causes and Consequences of Affiliating with Older Friends

What matters more? What matters less? Changes in the transition to post-secondary between two Toronto high-school cohorts

A longitudinal study of the impact of school delinquency on self‐worth development among Black American adolescents

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