RETRACTED ARTICLE School social bonds, school climate, and school misbehavior: A multilevel analysis

By Eric A. Stewart. 2003

352 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/51e3fa891416e980570a0f79bca9622bcc1c9fb3

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Citations in the corpus

The “Model Minority” Victim: Immigration, Gender, and Asian American Vulnerabilities to Violence at School (2012, background): “Student misbehavior, achievement, school involvement, family socioeconomic status, family structure, and parental involvement have been related to the occurrence of and exposure to violence and victimization (Finkelhor, 2008 ; Gottfredson, 2001 ; Stewart, 2003 ; Peguero, 2009 ; Welsh, 2001 ).”
Unfulfilled Potential: High-Achieving Minority Students and the High School Achievement Gap in Math (2017, background): “This sense of attachment and belonging has been linked with improved student effort, engagement, and performance (Crosnoe et al., 2004; Pong & Zeiser, 2012; South, Haynie, and Bose, 2007; Stewart, 2003; Stewart, 2008b; Wentzel, 1997).”
If employees “go the extra mile,” do customers reciprocate with similar behavior? (2008, background): “According to social control theory, individuals who are committed to institutions are less likely to deviate from norms and engage in dysfunctional behaviors (Stewart, 2003).”
The relationships between school climate and adolescent mental health and wellbeing: A systematic literature review (2018, neutral): “…2006; Sanders, Munford, & Liebenberg, 2016; Schoon & Bynner, 2003); social cognitive theory (Bandura, 2001; Fan, Williams, & Corkin, 2011); social control (or bonding) theory (Hirschi, 1969; Stewart, 2003); and socio-ecological models (Bronfenbrenner, 1979, 1994; Zubrick & Kovess-Masfety, 2005).”
The contribution of student perceptions of school climate to understanding the disproportionate punishment of African American students in a middle school (2012, result): “…many studies have identified disproportionate outcomes, few studies have attempted to identify factors that might explain why African-American students receive high rates of discipline referrals (Gottfredson, 2001; Skiba, Michael, Nardo, & Peterson, 2002; Stewart, 2003; Wilcox & Clayton, 2001).”
School Crime Control and Prevention (2010, background): “…hassle at school, rejection from peer hassles, race, ethnicity, free lunch, male, grade, no. parents, parents’ education, religious participation Administration/ management Other p aggression Teacher recognition 0 Emphasis on understanding over memorization * Stewart (2003) School social problem 1.”
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “Those who believe in the rules of their society will be less likely to break them (Agnew 1993; Hirschi 1969; Stewart 2003).”
A Multilevel Analysis of the Relationships among Communal School Organization, Student Bonding, and Delinquency (2008, background): “Stewart (2003) found that student-level bonding was associated with student misbehavior, although school-level cohesion, a school climate measure, was not.”
Preventing School Bullying: Should Schools Prioritize an Authoritative School Discipline Approach Over Security Measures? (2016, background): “Likewise, students are likely to reject the values of the school if they do not believe in the legitimacy of the disciplinary actions or feel teachers are not respectful of students (Stewart, 2003).”
How does school climate impact academic achievement? An examination of social identity processes (2017, background): “For example, Stewart (2003) found a small correlation with grade point average for school cohesion, however, the school attachment factor did not show any significant correlation.”
Assessing students’ views of school climate: Developing and validating the What’s Happening In This School? (WHITS) questionnaire (2013, background): “The establishing of bonds between peers is a critical component of a positive school climate and numerous studies testify to the powerful influence of peer connectedness with a range of student outcomes (Goldbaum, Craig, Pepler, & Connolly, 2003; Rutter, 2003; Stewart, 2003; Welsh, 2000).”
Misbehavior, Suspensions, and Security Measures in High School: Racial/Ethnic and Gender Differences (2013, background): “A suspended student is disengaged from the flow of instruction, and more likely to experience alienation from school altogether (Jessor, Turbin, & Kosta, 1998; Resnick et al., 1997; Stewart, 2003).”