Mediational and deviance theories of late high school failure: Process roles of structural strains, academic competence, and general versus specific problem behavior.

By M. Newcomb, Robert D. Abbott, R. Catalano, J. Hawkins, Sara Battin-Pearson, K. Hill. 2002

195 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1a1bb0d2fd86206a0267a1ffebc8e083d4b46902

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In Clinical Psychology

In Education

Citations in the corpus

Individual characteristics, early adolescent peer affiliations, and school dropout: an examination of aggressive and popular group types (2003, background): “Of the extant work, it appears that youth who associate with deviant peers are less likely to complete school (Fergusson & Horwood, 1998; Newcomb et al., 2002).”
Academic achievement in high school: does emotional intelligence matter? (2004, background): “Socioeconomic factors, peer relationships, and the quality of the institution have all been linked with academic success in high school (e.g., Berger & Milem, 1999; Bjarnason, 2000; Newcomb et al., 2002).”
Raising healthy children through enhancing social development in elementary school: Results after 1.5 years (2003, background): “Antisocial behavior has been also associated longitudinally with substance use (Hawkins, Catalano, & Miller, 1992) and school dropout (BattinPearson et al., 2000; Newcomb et al., 2002).”
Shades of disengagement: high school dropouts speak out (2008, background): “…results indicate that externalized behaviour problems, such as aggression or delinquency, contribute to increasing the risk of dropping out (Fortin et al. 2004; Kasen et al. 1998; Newcomb et al. 2002) as do internalized behaviour problems, such as depression or anxiety (Marcotte et al. 2001).”
The impact of Emotional Intelligence on academic achievement: A longitudinal study in Portuguese secondary school (2015, background): “Despite the study of the influence of factors such as socioeconomic status, peer relationships and institution's quality (e.g., Bjarnason, 2000; Newcomb et al., 2002), another new area has gained interest on the field of academic achievement: Emotional Intelligence (EI).”
Parsing Disciplinary Disproportionality (2014, background): “It has been suggested that gender disproportionality could be accounted for by the fact that teachers may view boys as more defiant and disruptive than girls (Newcomb et al., 2002; Wentzel, 2002).”
Factors that influence early school leaving: a comprehensive model (2019, background): “Newcomb et al. (2002) categorise factors to distinguish school failure, dropout and absenteeism into two groups: structural factors (gender, ethnicity and socioeconomic status and their influence on ESL) and influence of general deviation and problematic behaviours and their impact on ESL.”
Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support (2006, background): “It can lead to restrictions in employment, dependence on social compensation, and even criminal behavior (Garnier, Stein, & Jacob, 1997; Newcomb et al., 2002).”
Teaching the Social Curriculum: School Discipline as Instruction (2003, background): “It has been suggested that gender disproportionality could be accounted for by the fact that teachers may view boys as more defiant and disruptive than girls (Newcomb et al., 2002; Wentzel, 2002).”
Early Adolescent Depression Symptoms and School Dropout: Mediating Processes Involving Self-Reported Academic Competence and Achievement (2013, background): “…dropout generally encompass academic, social, and emotional factors, at least to some degree, but for the most part these factors are limited to externalizing problems and deviance (Battin-Pearson et al., 2000; Janosz, Le Blanc, Boulerice, & Tremblay, 2000; Newcomb et al., 2002; Rumberger, 2011).”
How Academic Achievement, Attitudes, and Behaviors Relate to the Course of Substance Use During Adolescence: A 6-Year, Multiwave National Longitudinal Study (2003, background): “A number of studies have linked truancy and psychological distress with adolescent substance use and abuse (Dryfoos, 1990; Hawkins et al., 1992; Newcomb & Bentler, 1989; Newcomb et al., 2002).”
“Show Me an Ounce of Respect” (2008, background): “African American young men are more likely to be read by adults as challenging authority (Ferguson, 2000); teachers rate African American students as more disruptive and defiant than their non-Black peers (Newcomb et al., 2002; Wentzel, 2002).”