Antisocial Behavior, Academic Failure, and School Climate

By A. Mcevoy, Robert Welker. 2000

569 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7be5cd4b57445c5b360b6e1072bfa89de7260248

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. R. Horner
2. W. Reinke
3. G. Sugai
4. K. Herman
5. Susan E. Rivers
6. Ming-Te Wang
7. Rebecca J. Bulotsky-Shearer
8. M. Conroy

In Education

1. Jessica L Degol
2. G. Sugai
3. Marc A. Brackett
4. R. Horner
5. M. Conroy
6. W. Reinke
7. Janine P. Stichter
8. Susan E. Rivers

In Social Psychology

1. G. Sugai
2. R. Horner
3. Susan E. Rivers
4. Marc A. Brackett
5. Ming-Te Wang
6. W. Reinke
7. K. Herman
8. Jessica L Degol

Citations in the corpus

• Self-regulation and toxic stress: Foundations for understanding self-regulation from an applied developmental perspective (2015, background): “At the school level, factors such as bullying, violence, and harassment negatively affect the climate, which can translate into academic failure and antisocial behavior [46].”
• A Meta-Analysis of the Academic Status of Students with Emotional/Behavioral Disturbance (2004, background): “The onset, frequency, and persistence of behavior problems in children is related to poor academic performance (McEvoy & Welker, 2000).”
• The Effect of Varying Rates of Opportunities to Respond to Academic Requests on the Classroom Behavior of Students with EBD (2003, background): “Academic failure may result in students receiving little positive reinforcement, causing school to take on aversive qualities for these students (McEvoy & Welker, 2000).”
• School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “Academic Climate Higher quality academic environments have been posited as important channels for directing antisocial students’ focus and energy toward social skill building and academic achievement and away from deviant behaviors (McEvoy and Welker 2000).”
• Status of and Trends in Academic Intervention Research for Students with Emotional Disturbance (2003, background): “In addition, poor academic performance is related to the onset, frequency, and persistence of delinquency in children (McEvoy & Welker, 2000).”
• Positive Behavior Support in Urban Schools (2003, unknown): “…contextual factors, including student- and teacher-related factors and influential setting events (Dishion et al., 1995; Guerra, Huesmann, Tolan, Van Acker, & Eron, 1995; Mayer, 1995; McEvoy & Welker, 2000; Reid, 1993; Rutter, 1981; Van Acker, Grant, & Henry, 1996; Wu, Pink, Crain, & Moles, 1982).”
• Update on bullying at school: Science forgotten? (2007, background): “Many studies Wnd that high-achieving schools have less bullying and more prosocial behavior (e.g., Caprara et al., 2000; Galloway and Roland, 2004; Luisellii, Putnam, Handler, & Feinberg, 2005; McEvoy and Welker, 2000).”