Peer delinquency and student achievement in middle school

Ahn, Tom; Trogdon, Justin G.

doi:10.1016/j.labeco.2017.01.006

Cited by 20 publications

(9 citation statements)

References 36 publications

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“…As control variables, I included two variables that have been shown to affect delinquency and that may also affect one’s academic performance: parental supervision and delinquent peers (cf. Ahn & Trogdon, 2017; Parcel et al, 2010). Parental supervision was assessed at Wave 1 with three questions: (a) a parent was asked how many of their child’s friends’ parents they knew, (b) adolescent respondents were asked if they usually told their mother or father where they went after school, and (c) adolescent respondents were asked if they usually told their mother or father where they went on weekends or evenings.…”

Section: Methodsmentioning

confidence: 99%

Academic Underachievement and Delinquent Behavior

Hoffmann

2018

Youth & Society

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Considerable research has addressed whether various academic factors affect involvement in delinquent behavior among youth. Yet few studies have assessed the association between academic underachievement and delinquency. Academic underachievement is defined as school performance, such as measured by grades, that falls below what is predicted by standardized tests of mental/cognitive ability. Using two waves of longitudinal data ( n = 11,223), this study aimed to evaluate this association and determine if it is affected by school attachment, family relations, parental education, or self-control. The results of the empirical model suggested a modest association between academic underachievement and delinquent behavior, but it was partially attenuated by attention deficits, an indicator of low self-control. Additional analyses indicated that attention deficits were associated with both underachievement and delinquent behavior.

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Section: Methodsmentioning

confidence: 99%

Academic Underachievement and Delinquent Behavior

Hoffmann

2018

Youth & Society

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“…A one standard deviation increase in peer performance is associated with less than 10 per cent growth in educational achievement. In addition, peer effects might be nonlinear and vary considerably across fields of study (Brunello et al, 2010) and ability levels (Ahn and Trogdon, 2017;Feld and Zölitz, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Do migrant students affect local students’ academic achievements in urban China?

Wang

Cheng

Smyth

2018

Economics of Education Review

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in EconStor may AbstractWe examine the educational spillover effects of migrant students on local students' academic achievement in public middle schools in urban China. The identification of peer effects relies on idiosyncratic variation in the proportion of migrant students across classes within schools. We find that the proportion of migrant students in each class has a small, and positive, effect on local students' test scores in Chinese, but has no significant effect on math and English test scores. We also find considerable evidence of heterogeneity in the effects of the proportion of students in the class on local students' test scores across subsamples. Local students toward the bottom of the achievement distribution, local students enrolled in small classes and local students enrolled in lower-ranked schools benefit most in terms of test scores from having a higher proportion of migrant students in their class. Our findings have important policy implications for the debate in China about the inclusion of migrant students in urban schools, and for the assignment of educational resources across schools.

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“…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. Therefore, by creating and establishing higher global and behavioral self‐worth among adolescents through interventions and positive reinforcement, schools may be able to decrease the frequency that adolescents, in general, engage in delinquent behaviors during school.…”

Section: Discussionmentioning

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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Peer delinquency and student achievement in middle school

Cited by 20 publications

References 36 publications

Academic Underachievement and Delinquent Behavior

Academic Underachievement and Delinquent Behavior

Do migrant students affect local students’ academic achievements in urban China?

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

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