How well do ratings of academic performance by mothers and their sons correspond to grades, achievement test scores, and teachers' ratings?

Maguin, Eugene; Loeber, Rolf

doi:10.1007/bf02110514

Cited by 28 publications

(21 citation statements)

References 8 publications

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“…However, research supports the conclusion that the greater the academic quality of the school, the lower the level of school crime and violence (McEvoy & Welker, 2000), and higher academic performance is associated with refraining from offending (Maguin & Loeber, 1996). This supports the notion that interventions aimed at improving academic performance among students will decrease antisocial behavior and delinquency in these youth.…”

Section: Academic Failure and Antisocial Behaviormentioning

confidence: 75%

“…Poor academic performance co-occurs with or is predictive of antisocial behavior (Maguin & Loeber, 1996). Maguin and Loeber offer the following findings: (1) Poor academic performance is related to onset, frequency, persistence, and seriousness of delinquent offending in both boys and girls; moreover, poor academic performance predicts delinquency independent of socioeconomic status.…”

Section: Academic Failure and Antisocial Behaviormentioning

confidence: 97%

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Creating school environments that deter antisocial behaviors in youth

Reinke¹,

Herman

2002

Psychology in the Schools

156

113

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School violence has become of paramount concern in recent years, leaving many schools unprepared to deal with the varied problems students bring to the classroom. Conditions within the school can be readily identified that predict and contribute to problematic behavior. The success of preventive and intervention programs for youth violence hinges upon recognizing and modifying aspects of school climate, teacher/school personnel interactions with students, and school structure. Several of these aspects are identified in this article and suggestions for improving the educational environment to prevent the development of antisocial behaviors in youth are offered.

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Section: Academic Failure and Antisocial Behaviormentioning

confidence: 75%

Section: Academic Failure and Antisocial Behaviormentioning

confidence: 97%

Creating school environments that deter antisocial behaviors in youth

Reinke¹,

Herman

2002

Psychology in the Schools

156

113

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“…Nelson et al (2002,2008), and Kellam, Mayer, Rebok, and Hawkins (1998) emphasized the inverse relationship between problem behavior and academic performance, a theme recognized in research on academic, mental health, and behavior support analyses (Hawkins, Farrington, & Catalano, 1998;Maguin & Loeber, 1996;Mclntosh, Flannery, Sugai, Braun, & Cochrane, 2008;Verdugo & Schneider, 1999). The expectation is that improving social behaviors leads to more student time in instruction and greater academic engagement during instruction.…”

Section: Implementation Of the Primary Prevention Tier Of Swpbs Is Prmentioning

confidence: 99%

Examining the Evidence Base for School-Wide Positive Behavior Support

Horner¹,

Sugai²,

Anderson³

2017

Exceptional

132

200

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As the field of education embraces the task of adopting evidence-based practices, ongoing discussion about the standards and format for determining whether an intervention is supported by data on its effectiveness will be appropriate. We propose here six criteria that may be useful in this discussion and .apply these criteria to assessment of Schoolwide Positive Behavior Support (SWPBS). Because multiple systems and practices are combined within a three-tiered behavior support framework, SWPBS presents a complex, though useful, example. We propose that a sufficiently rigorous and voluminous body of scholarship establishes SWPBS as an evidence-based practice for use in public schools, by typical educational personnel, to decrease problem behavior and promote prosocial behavior. Further research is needed, however, to Ijetter assess the breadth, interaction effects with effective intervention, and sustainability of SWPBS implementation and outcomes.

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“…Poor academic performance is a significant contributor to early onset of delinquency (Dryfoos, 1990;Yoshikawa, 1994). Furthermore, academic failure (Ellickson & McGuigan, 2000;Maguin & Loeber, 1996), truancy (Farrington, 1989), and low commitment to school (Catalano & Hawkins, 1996) have each been implicated as contributors to violent behavior. Acoca (1999) confirmed that "failing in school was almost as universal an experience as victimization" (p. 6) in the violence trajectories of the females in her study.…”

Section: Causes and Risk Factors For Girls' Delinquency And Violencementioning

confidence: 99%