School Disengagement as a Predictor of Dropout, Delinquency, and Problem Substance Use during Adolescence and Early Adulthood
By Kimberly L. Henry, Kelly E. Knight, T. Thornberry. Journal of Youth and Adolescence, 2011
632 citations recorded by the source corpus.
Over the past 5 years, a great deal of attention has been paid to the development of early warning systems for dropout prevention. These warning systems use a set of indicators based on official school records to identify youth at risk for dropout and then appropriately target intervention. The current study builds on this work by assessing the extent to which a school disengagement warning index predicts not only dropout but also other problem behaviors during middle adolescence, late adolescence, and early adulthood. Data from the Rochester Youth Development Study (N = 911, 73% male, 68% African American, and 17% Latino) were used to examine the effects of a school disengagement warning index based on official 8th and 9th grade school records on subsequent dropout, as well as serious delinquency, official offending, and problem substance use during middle adolescence, late adolescence, and early adulthood. Results indicate that the school disengagement warning index is robustly related to dropout as well as serious problem behaviors across the three developmental stages, even after controlling for important potential confounders. High school dropout mediates the effect of the warning index on serious problem behaviors in early adulthood.
Subfields: Clinical Psychology, Education, General Health Professions
View Paper: https://www.semanticscholar.org/paper/7fd86165f50d22b59425b9314d1013ddda29c223
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Citations in the corpus
- New Conceptual Frameworks for Student Engagement Research, Policy, and Practice (2013, background): “The transactional framework shown in Figure 1 depicts students’ dispositions as drivers for their future engagement experiences (e.g., Dotterer & Lowe, 2011; Henry et al., 2012).”
- Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement (2017, background): “Disruptive behaviors, student absences, academic failure, and dropout have historically been viewed as a problem of student low engagement or alienation (Henry et al., 2012; Newmann, 1981).”