Curriculum Tracking and Delinquency

Wiatrowski, Michael D.; Hansell, Stephen; Massey, Charles R.; Wilson, David L.

doi:10.2307/2095049

Cited by 71 publications

(40 citation statements)

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“…According to Oakes (1985), the selfconcept of low track pupils becomes more negative as years go by. Only rarely does research maintain a contrary conclusion: Steitz and Owen (1992), for example, recorded that girls in vocational schools have a higher self-esteem than girls in general schools, and a few researchers reported that tracking causes no discernible effect on the students' general selfconcept (Brutsaert, 2001;Byrne, 1988;Wiatrowski, Hansell, Massey, & Wilson, 1982).…”

Section: Tracking and Global Self-esteemmentioning

confidence: 99%

Global Self-Esteem in Technical/Vocational Versus General Secondary School Tracks: A Matter of Gender?

Houtte

2005

Sex Roles

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This article examines the consequences of being in a technical/vocational track for the global self-esteem of adolescents, with special attention to gender. The t-tests and multilevel analyses were performed with data from 3,720 Flemish fifth-year pupils-2,404 boys and 1,316 girls-in 33 secondary schools: 19 technical/vocational schools and 14 general schools. The analyses show that girls have significantly lower self-esteem than boys and that this gender effect suppresses a track effect. Analyses performed separately for boys and girls demonstrate that boys in technical/vocational schools have a significantly lower self-esteem than boys in general schools, but the analyses for girls show no difference for school type. Theoretical possibilities offer explanations for this gender difference in the consequences of being in a technical/vocational versus general track.

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Section: Tracking and Global Self-esteemmentioning

confidence: 99%

Global Self-Esteem in Technical/Vocational Versus General Secondary School Tracks: A Matter of Gender?

Houtte

2005

Sex Roles

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“…The subset of studies used in this example includes 113 product-moment correlation coefficients, each of which represent a relationship between a school motivation risk factor measured between ages 11 and 18 and a crime outcome measured between ages 12 and 20. These correlations originated from 17 independent respondent samples from 6 longitudinal studies (see [58][59][60][61][62][63]). Note that this sample of correlation effect sizes is used solely for pedagogical purposes for this tutorial, however, and is not intended to provide a current synthesis of the literature (for which an updated, systematic literature review would be needed).…”

Section: Methods Samplementioning

confidence: 99%

Handling Complex Meta-analytic Data Structures Using Robust Variance Estimates: a Tutorial in R

Tanner‐Smith

Tipton

Polanin

2016

J Dev Life Course Criminology

335

312

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Purpose Identifying and understanding causal risk factors for crime over the lifecourse is a key area of inquiry in developmental criminology. Prospective longitudinal studies provide valuable information about the relationships between risk factors and later criminal offending. Meta-analyses that synthesize findings from these studies can summarize the predictive strength of different risk factors for crime, and offer unique opportunities for examining the developmental variability of risk factors. Complex data structures are common in such meta-analyses, whereby primary studies provide multiple (dependent) effect sizes. Methods This paper describes a recent innovative method for handling complex metaanalytic data structures arising due to dependent effect sizes: robust variance estimation (RVE). We first present a brief overview of the RVE method, describing the underlying models and estimation procedures and their applicability to meta-analyses of research in developmental criminology. We then present a tutorial on implementing these methods in the R statistical environment, using an example meta-analysis on risk factors for adolescent delinquency. Results The tutorial demonstrates how to estimate mean effect sizes and metaregression models using the RVE method in R, with particular emphasis on exploring developmental variation in risk factors for crime and delinquency. The tutorial also illustrates hypothesis testing for meta-regression coefficients, including tests for overall model fit and incremental hypothesis tests. Conclusions The paper concludes by summarizing the benefits of using the RVE method with complex meta-analytic data structures, highlighting how this method can advance research syntheses in the field of developmental criminology.J Dev Life Course Criminology (2016) 2:85-112 DOI 10.1007/s40865-016-0026-

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“…Egy középiskolai (16-18 éves) tanulókkal végzett kutatás eredményei szerint az erősen kötődő tanulók jobban teljesítenek az iskolában (Wiatrowski, Hansell, Massey és Wilson, 1982). Amellett, hogy az erősebben kötődő diákok tanulás-hoz való viszonya pozitívabb, ők komolyabb erőfeszítéseket is tesznek, hogy javítsanak jegyeiken.…”

Section: Az Iskolai Kötődés Fogalma éS Hatásaiunclassified

“…Az erősebb iskolai kötődés jobb tanulmányi eredménnyel jár. 16-18 éves középis-kolai tanulókkal végzett kutatás eredményei szerint az erősen kötődő tanulók jobban teljesítenek az iskolában (Wiatrowski, Hansell, Massey és Wilson, 1982). 2.…”

Section: Célok éS Hipotézisekunclassified

“…Kutatásunk eredménye szerint az iskolai kötődés és a tanulmányi teljesítmény szoros együttjárást mutat, ami egybehangzik számos korábbi kutatás eredményével (pl. Havas, 2003;Wiatrowski, Hansell, Massey és Wilson, 1982). Azt is megerősítik az adataink, hogy a jó tanulókat magasabb énhatékonyság jellemzi (vö.…”

Section: öSszegzés Az Eredmények éRtelmezéseunclassified

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Ki szeret iskolába járni? Az iskolai kötődés, a motiváció, az énhatékonyság és a tanulmányifelelősség-vállalás vizsgálata

Szabó¹,

Zsadányi²,

Hangya³

2015

Iskolakultúra

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Ki szeret iskolába járni?Az iskolai kötődés, a motiváció, az énhatékonyság és a tanulmányifelelősség-vállalás vizsgálataAz iskolai eredményesség és a diákok mentálhigiénés állapota szempontjából is lényeges, hogy a diákok az iskolában jól érezzék magukat, pozitív érzelmekkel kapcsolódjanak az intézményhez és annak egyes elemeihez. Ezt a viszonyulást fejezi ki az iskolai kötődés fogalma (Hirschi, 1969; Szabó és Virányi, 2011

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Curriculum Tracking and Delinquency

Cited by 71 publications

References 1 publication

Global Self-Esteem in Technical/Vocational Versus General Secondary School Tracks: A Matter of Gender?

Global Self-Esteem in Technical/Vocational Versus General Secondary School Tracks: A Matter of Gender?

Handling Complex Meta-analytic Data Structures Using Robust Variance Estimates: a Tutorial in R

Ki szeret iskolába járni? Az iskolai kötődés, a motiváció, az énhatékonyság és a tanulmányifelelősség-vállalás vizsgálata

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