Changes in School Connectedness and Deviant Peer Affiliation Among Sixth-Grade Students From High-Poverty Neighborhoods

Abstract

This longitudinal study examined associations between changes in School Connectedness and changes in Affiliation With Deviant Peers among students from high-poverty backgrounds during the year immediately following the transition to middle school. Sixth-graders (N = 328) attending two middle schools in a large school district completed measures of School Connectedness and Affiliation With Deviant Peers at three points across the year. Results from parallel process modeling showed that students’ reports of School Support significantly declined across the school year, School Support and Affiliation With Deviant Peers were negatively associated at the beginning of the school year, and students who reported more declines in School Support were more likely to report growth in Affiliation With Deviant Peers across sixth grade. Gender differences were also found. Findings suggest that School Connectedness may be important for high-poverty students following the transition to middle school.

Deviant Peer Factors During Early Adolescence: Cause or Consequence of Physical Aggression?

“…Related to peer factors, one study found that peer selection effects in aggression were more pronounced from the middle (winter) to end of the school year as opposed to other time points (Logis, Rodkin, Gest, & Ahn, 2013). In contrast, another study found no seasonal variations in peer influence (Rudasill, Niehaus, Crockett, & Rakes, 2014). More frequent observations are needed to capture relations between adolescent behaviors and peer factors (Chan & Poulin, 2007), and to explore seasonal variations in patterns of relations.…”

Trajectories of School and Community Connectedness in Adolescence by Gender and Delinquent Behavior

“…School connectedness has been associated with several positive outcomes, including health and well‐being (Jose, Ryan, & Pryor, ) and academic achievement (Skinner & Pitzer, ; Wang & Eccles, ). Additionally, lack of connectedness has been associated with negative behaviors and outcomes, including school failure and dropout (Archambault, Janosz, Fallu, & Pagani, ; Li & Lerner, ), substance use (Wormington, Anderson, Schneider, Tomlinson, & Brown, in press), depression (Shochet et al., ), delinquency (Chen, Voisin, & Jacobson, ; Rudasill, Reio, Stipanovic, & Taylor, ), and affiliation with deviant peers (Denny et al., ; Rudasill, Niehaus, Crockett, & Rakes, ).…”

The role of school connectedness and maladaptive cognitions in the association between stress and Internet addiction: A serial mediation model

“…Individuals with higher level of stress might experience school interest reduction, and then are less likely to be involved in school activities. School engagement was inversely correlated with deviant peers who have shown risky behaviors . The role of school interest in this relationship is potentially related to the fact that high school students with higher level of stress may not experience their happiness in learning and then lose their school interest.…”

“…School engagement was inversely correlated with deviant peers who have shown risky behaviors. 46 The role of school interest in this relationship is potentially related to the fact that high school students with higher level of stress may not experience their happiness in learning and then lose their school interest. The reduction of school interest is linked with less school involvements.…”