Do peers contribute to the likelihood of secondary school graduation among disadvantaged boys?

Véronneau, Marie–Hélène; Vitaro, Frank; Pedersen, Sarah L.; Tremblay, Richard E.

doi:10.1037/0022-0663.100.2.429

Cited by 39 publications

(32 citation statements)

References 71 publications

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“…As noted by Stipek (1998), children’s early academic achievement plays a critical role in the development of constructive academic attitudes and in facilitating school completion. Children’s behavioral adjustment and social competence with peers likewise have been linked with both earlier parenting and with children’s subsequent educational attainments (e.g., Cowan & Cowan, 2005; Dubow, Boxer, & Huesmann, this issue; Kokko, Tremblay, Lacourse, Nagin, & Vitaro, 2006; Veronneau et al, 2008). And during the critical transition from elementary school to middle school, parents’ active involvement in their children’s schooling (Hill et al, 2004) and parents’ monitoring and supervision of their children’s activities and companions play important roles in fostering children’s academic orientation and in lessening children’s involvement with antisocial peers (Pettit, Bates, Dodge, & Meece, 1999).…”

Section: Correlates and Predictors Of Educational Attainment In Develmentioning

confidence: 99%

“…This seminal theory, originally conceived to account for the development of antisocial behavior across childhood and adolescence (e.g., Patterson, Reid, & Dishion, 1992), has been applied more recently to the study of other developmental products, including the failure to graduate from secondary school (Veronneau, Vitaro, Pedersen, & Tremblay, 2008). From this theoretical perspective, inept parenting is thought to foster the development of antisocial behavior through a failure to provide negative consequences for misbehavior and by providing a model of manipulation and power assertion.…”

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confidence: 99%

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A Developmental Process Analysis of Cross Generational Continuity in Educational Attainment

Pettit¹,

Yu²,

Dodge³

et al. 2009

Merrill-Palmer Quarterly

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In this prospective longitudinal study (N = 585) we examined intergenerational links in level of educational attainment. Of particular interest was whether family background characteristics, parenting in early childhood and early adolescence, and school adjustment and performance in middle childhood accounted for (i.e., mediated) continuity and amplified or attenuated (i.e., moderated) continuity. Family background data, including mother education level, were collected when the children were age 5 years; parenting was assessed at ages 5 and 12; and school adjustment data (behavior problems, peer acceptance, academic performance) were collected in the first four years of elementary school. Cross-generational continuity in educational attainment was moderate (r = .38) and largely indirect via children’s academic performance in elementary school and mothers’ academic involvement in early adolescence. Moderator analyses indicated greater cross-generational continuity in single-parent families; in families low in proactive teaching, monitoring, and academic involvement; and in families with lower-IQ children who performed poorly in school and were disliked by peers, These findings suggest that distal and proximal family and child characteristics may serve as crucial processes in the intergenerational transmission of low educational attainment.

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Section: Correlates and Predictors Of Educational Attainment In Develmentioning

confidence: 99%

mentioning

confidence: 99%

A Developmental Process Analysis of Cross Generational Continuity in Educational Attainment

Pettit¹,

Yu²,

Dodge³

et al. 2009

Merrill-Palmer Quarterly

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“…Roommate relationships are a subset of peer relationships that have been associated with important outcomes such as academic success (Nelson & DeBacker, 2008;Veronneau, Vitaro, Pedersen, & Tremblay, 2008). By focusing on trust development in roommate relationships early in the college transition process, I was able to investigate the role of individual difference characteristics (parental attachment, propensity to trust), relationship characteristics (perceived self-similarity), and relationship processes (social exchange) in trust development.…”

Section: Importance Of Longitudinally Studying New Relationshipsmentioning

confidence: 99%

Trust Development: Testing a New Model in Undergraduate Roommate Relationships

Whitmore

Dunsmore

2014

The Journal of Genetic Psychology

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Interpersonal trust reflects a vital component of all social relationships. Trust has been linked to a wide variety of individual and group outcomes in the literature, including personal satisfaction and motivation, willingness to take risks, and organizational success (Dirks & Ferrin, 2001;Pratt & Dirks, 2007;Simpson, 2007). In this dissertation I tested a new conceptual model evaluating the roles of attachment, propensity to trust, perceived similarity of trustee to self, and social exchange processes in trust development with randomly assigned, same-sex undergraduate roommates. Two hundred and fourteen first-year students (60% female, 85% Caucasian, mean age = 18) at a large south-eastern university completed self-report measures once per week during the first five weeks of the fall semester. Perceived similarity measured the second week of classes and social exchange measured three weeks later combined to provide the best prediction of participants' final trust scores. Attachment and propensity to trust, more distal predictors, did not have a significant relationship with trust. This study demonstrated that trust is strongly related to perceived similarity, as well as social exchange. A prime contribution of this study is the longitudinal, empirical test of a model of trust development in a new and meaningful relationship. Future work may build on this research design and these findings by focusing on early measurement of constructs, measuring dyads rather than individuals, and incorporating behavioral measures of trust.

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“…The focus of the research has been on primary factors (directly affecting the individual) and secondary factors (indirectly affecting the individual) which inhibits the students' ability to graduate from high school. Primary factors consist of substance abuse (Aloise-Young, Cruikshank, & Chavez, 2002;Drapela, 2006;Renna, 2008), low self-esteem (Awad, 2007;Hale, 2001;Lockett & Harrell, 2003), lack of self-identity (Awad, 2007;Locket & Harrell, 2003;Wigfield & Wagner, 2005), peer pressure (Ladd & Troop-Gordon, 2003;Véronneau, Vitaro, Pedersen, & Tremblay, 2008;Wentzel, 2003), and teenage pregnancy (Rothenberg & Weissman, 2002;Stewart, 2003;Weisfeld & Woodward, 2004).…”

Section: Literature Reviewmentioning

confidence: 99%

“…First, the impact of family background on the likelihood that students will drop out of high school; specifically, socioeconomic status (Miller, 1995;South, Baumer, & Lutz, 2003), educational attainment (Silver, Mallett, Greene, & Simard, 2002;van der Woerd & Cox, 2003;Ward, 1995) and educational attitudes of the family (Amstutz & Sheared, 2000;Anguiano, 2004;Davis-Kean, 2005). The second area focus is on the effect of the school environment on student achievement; specifically, racism, prejudice, and discrimination (Véronneau et al, 2008;Sockbeson, 2011;St. Denis & Hampton, 2002), feelings of belongingness (Christenson, Sinclair, Lehr, & Hurley, 2000;Makokis, 2000;Silver, Mallett, Greene, & Simard, 2002), individual values and goals (Silver et al, 2002;E.…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of Indigenous Epistemology on Indigenous Secondary Retention Rates

Prete

2018

JCIE

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This article presents the findings of a qualitative study that examines how Indigenous epistemology 1 affects secondary Indigenous students' retention rates within public schools. The purpose of this study was to focus on Indigenous epistemology that is present in Indigenous culture and language courses to determine whether Indigenous students who engage in this curriculum have higher success 2 rates than those of Indigenous students who do not participate in this particular curriculum. As a Blackfoot scholar, I used a Blackfoot theoretical framework grounded in an Indigenous research methodology. Eight Blood Tribe members were interviewed: four participants (three graduates and one non-graduate) who attended a high school with Indigenous epistemology courses (offered Blackfoot language classes and Aboriginal Studies) and four participants (three graduates and one non-graduate) who attended a high school that did not offer Indigenous epistemology courses (did not offer Blackfoot language classes and Aboriginal Studies). The findings show that not only does the epistemology in the school play a role in Indigenous students' success in public education, but the epistemology also accompanies and influences the participants throughout their adult lives by shaping their identities and affecting how they function as adults.

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Do peers contribute to the likelihood of secondary school graduation among disadvantaged boys?

Cited by 39 publications

References 71 publications

A Developmental Process Analysis of Cross Generational Continuity in Educational Attainment

A Developmental Process Analysis of Cross Generational Continuity in Educational Attainment

Trust Development: Testing a New Model in Undergraduate Roommate Relationships

Effects of Indigenous Epistemology on Indigenous Secondary Retention Rates

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