School Connectedness (school + connectedness)

Distribution by Scientific Domains


Selected Abstracts


School Connectedness Buffers the Effects of Negative Family Relations and Poor Effortful Control on Early Adolescent Conduct Problems

JOURNAL OF RESEARCH ON ADOLESCENCE, Issue 1 2010
Alexandra Loukas
This study examined the unique and interactive contributions of school connectedness, negative family relations, and effortful control to subsequent early adolescent conduct problems. Data were collected from 476 adolescents when they were initially in the 6th and 7th grades and again 1 year later. Results from hierarchical regression analyses showed that even after controlling for negative family relations, effortful control, baseline levels of conduct problems, and gender, school connectedness contributed to decreasing subsequent conduct problems. Examination of 2- and 3-way interactions indicated that high levels of school connectedness offset the adverse effects of negative family relations for boys and girls and the adverse effects of low levels of effortful control for girls. Findings underscore the role of school connectedness as a protective factor for early adolescent conduct problems. [source]


School Connectedness, Anger Behaviors, and Relationships of Violent and Nonviolent American Youth

PERSPECTIVES IN PSYCHIATRIC CARE, Issue 4 2004
FAAN, Sandra P. Thomas PhD
PROBLEM. Youth violence research often focuses on risk factors arising from early familial interactions rather than school-related factors. METHODS. Via an Internet questionnaire, 282 girls and boys (ages 7,19, mean 15.3) from 47 states and Washington, DC, reported on school connectedness, interpersonal relationships, and anger behaviors. FINDINGS. Substantial percentages of violent youth did not perceive themselves to be liked by classmates and reported loneliness. If not liked by classmates, 80% hated school. Likers and haters of school differed on seven variables (all p,.01). CONCLUSIONS. Insufficient attention is paid to the alienation experienced by disliked and lonely students. Mental health nurses could play a pivotal role in fostering change in the social climate of schools and helping youth to achieve better anger management and social skills. [source]


Risky Sexual Behavior Among Adolescent Women

JOURNAL FOR SPECIALISTS IN PEDIATRIC NURSING, Issue 1 2000
Margaret Taylor-Seehafer
ISSUES AND PURPOSE. To review the epidemiology and etiology of risky sexual behavior in adolescent women, and to discuss implications for primary prevention. CONCLUSION. Adolescent women who participate in risky sexual behavior are at risk for sexually transmitted infections, including HIV. Black, Hispanic, and out-of-home adolescent women, however, are at greatest risk. Factors contributing to risky sexual behavior include early initiation of sexual intercourse, inconsistent use of condoms and other barrier contraception, and unprotected sexual intercourse. Identified protective factors for early initiation of sexual activity include the development of healthy sexuality, family and school connectedness, and the presence of caring adults. PRACTICE IMPLICATIONS. Effective clinical interventions target high-risk adolescent women; incorporate environmental and cognitive-behavioral components; use social learning theories; address differences in regards to culture, developmental stage, and sexual experience; and support family and school involvement. [source]


Online Communication and Adolescent Social Ties: Who benefits more from Internet use?,

JOURNAL OF COMPUTER-MEDIATED COMMUNICATION, Issue 3 2009
Sook Jung Lee
Literature suggests 4 hypotheses to explain social outcomes of online communication among adolescents: displacement, increase, rich-get-richer, and social-compensation hypotheses. The present study examines which hypothesis is supported, considering differences in social ties (time vs. quality of social relationships; parent-child relationships; friendships; school connectedness). This study's sample was 1,312 adolescents ages 12 to 18. Displacement hypothesis predicted negative associations between time in online communication and time with parents, but time with friends was not displaced. Examination of relationships among earlier sociability, online communication, and cohesive friendships supported the rich-get-richer hypothesis. That is, adolescents who already had strong social relationships at earlier ages were more likely to use online communication, which in turn predicted more cohesive friendships and better connectedness to school. [source]


School Connectedness Buffers the Effects of Negative Family Relations and Poor Effortful Control on Early Adolescent Conduct Problems

JOURNAL OF RESEARCH ON ADOLESCENCE, Issue 1 2010
Alexandra Loukas
This study examined the unique and interactive contributions of school connectedness, negative family relations, and effortful control to subsequent early adolescent conduct problems. Data were collected from 476 adolescents when they were initially in the 6th and 7th grades and again 1 year later. Results from hierarchical regression analyses showed that even after controlling for negative family relations, effortful control, baseline levels of conduct problems, and gender, school connectedness contributed to decreasing subsequent conduct problems. Examination of 2- and 3-way interactions indicated that high levels of school connectedness offset the adverse effects of negative family relations for boys and girls and the adverse effects of low levels of effortful control for girls. Findings underscore the role of school connectedness as a protective factor for early adolescent conduct problems. [source]


School Disconnectedness: Identifying Adolescents at Risk in Ontario, Canada

JOURNAL OF SCHOOL HEALTH, Issue 7 2009
Guy E. J. Faulkner PhD
ABSTRACT Background:, There is strong theoretical and empirical support for school connectedness as an important element of healthy youth development. The primary objective of this study was to replicate previous research identifying factors differentiating youth who do not feel connected to their schools in a sample of adolescents in Ontario, Canada. A secondary objective was to extend this work by assessing whether physical activity was an additional health behavior that differentiated youth who feel connected to their schools from those who do not. Methods:, Data for this study were based on questionnaires from 2243 grade 7 to grade 12 students derived from the 2001 cycle of the Ontario Student Drug Use Survey. Logistic regression analysis was used to examine associations between physical activity, other health risk factors, and school disconnectedness. Results:, The odds of feeling disconnected from their schools were substantially greater for female students who perceived their health or academic performance to be poor, engaged in no vigorous physical activity, reported 3 or more physician visits during the past year, and had low extracurricular involvement. None of the sociodemographic factors or substance use measures was significantly associated with school disconnectedness for any students. Conclusions:, Our results highlight sex differences in how school disconnectedness is related to health-compromising behaviors such as physical inactivity. Further research is required to examine how boys and girls perceive, interpret, and internalize the school climate. Increasing school connectedness should be a consideration for academic administrators and health-promotion advocates. [source]


Building a Partnership to Evaluate School-Linked Health Services: The Cincinnati School Health Demonstration Project

JOURNAL OF SCHOOL HEALTH, Issue 10 2005
Barbara L. Rose
Partners from the Cincinnati Health Department, Cincinnati Public Schools, Cincinnati Children's Hospital Medical Center, and The Health Foundation of Greater Cincinnati wanted to determine if levels of school-linked care made a difference in student quality of life, school connectedness, attendance, emergency department use, and volume of referrals to health care specialists. School nurses, principals and school staff, parents and students, upper-level managers, and health service researchers worked together over a 2.5-year period to learn about and use new technology to collect information on student health, well-being, and outcome measures. Varying levels of school health care intervention models were instituted and evaluated. A standard model of care was compared with 2 models of enhanced care and service. The information collected from students, parents, nurses, and the school system provided a rich database on the health of urban children. School facilities, staffing, and computer technology, relationship building among stakeholders, extensive communication, and high student mobility were factors that influenced success and findings of the project. Funding for district-wide computerization and addition of school health staff was not secured by the end of the demonstration project; however, relationships among the partners endured and paved the way for future collaborations designed to better serve urban school children in Cincinnati. (J Sch Health. 2005;75(10):363-369) [source]


School Connectedness, Anger Behaviors, and Relationships of Violent and Nonviolent American Youth

PERSPECTIVES IN PSYCHIATRIC CARE, Issue 4 2004
FAAN, Sandra P. Thomas PhD
PROBLEM. Youth violence research often focuses on risk factors arising from early familial interactions rather than school-related factors. METHODS. Via an Internet questionnaire, 282 girls and boys (ages 7,19, mean 15.3) from 47 states and Washington, DC, reported on school connectedness, interpersonal relationships, and anger behaviors. FINDINGS. Substantial percentages of violent youth did not perceive themselves to be liked by classmates and reported loneliness. If not liked by classmates, 80% hated school. Likers and haters of school differed on seven variables (all p,.01). CONCLUSIONS. Insufficient attention is paid to the alienation experienced by disliked and lonely students. Mental health nurses could play a pivotal role in fostering change in the social climate of schools and helping youth to achieve better anger management and social skills. [source]


Associations between youth assets and sexual activity: does adult supervision play a role?

CHILD: CARE, HEALTH AND DEVELOPMENT, Issue 4 2007
L. Harris
Abstract Background, Youth participation in sexual risk behaviours continues to be a critically important public health topic. Additionally, as youth are frequently being left alone during the day without adult supervision, there are increased opportunities for sexual risk-taking behaviour. This study examined how the relationships of nine youth assets and sexual activity may vary according to the stratification of youth into two groups: self-care and supervised. Methods, Data were collected through at-home, in-person interviews from a random sample of inner-city youth (mean age = 15.4 years; 51.5% female; 48.8% White; 22.4% Black; 18.5% Hispanic; 10% Native American) and their parents (n = 1079 parent/youth pairs). Nine youth assets were analysed using multiple logistic regression. Examples of assets youth may possess are: positive role models, family communication, school connectedness, constructive use of time and aspirations for the future. The item used to assess sexual intercourse was ,Have you ever had sexual intercourse ("done it", "had sex", "made love", "gone all the way")?'. Asset/risk behaviour associations that were unique to one of the two strata were the focus of the study. Results, Thirty-seven per cent of youth spent two or more hours per day home alone. Youth who were supervised had a greater number of unique significant associations between assets and sexual activity than youth who were in the self-care group. Conclusions, Youth in supervised settings may be less likely to participate in sexual activity because of the presence of assets. Certain assets may also be important in deterring sexual activity for youth who are in self-care. [source]