scholarly journals Parenting factors, social skills, and value commitments as precursors to school failure, involvement with deviant peers, and delinquent behavior

1991 ◽  
Vol 20 (6) ◽  
pp. 645-664 ◽  
Author(s):  
Ronald L. Simons ◽  
Les B. Whitbeck ◽  
Rand D. Conger ◽  
Katherine J. Conger
Keyword(s):  
Social Skills ◽  
Delinquent Behavior ◽  
School Failure ◽  
Deviant Peers

The influence of deviant peers on the development of boys' disruptive and delinquent behavior: A temporal analysis

1995 ◽  
Vol 7 (4) ◽  
pp. 715-726 ◽  
Author(s):  
Kate Keenan ◽  
Rolf Loeber ◽  
Quanwu Zhang ◽  
Magda Stouthamer-Loeber ◽  
Welmoet B. van Kammen
Keyword(s):  
Behavior Problems ◽  
Disruptive Behavior ◽  
Peer Influence ◽  
Parenting Practices ◽  
Community Sample ◽  
Delinquent Behavior ◽  
Temporal Analysis ◽  
Peer Influences ◽  
Deviant Peers ◽  
Moderating Effects

AbstractThe concurrent and predictive influence of deviant peers on boys' disruptive and delinquent behavior was examined in a community sample of fourth- and seventh-grade boys, who were followed-up over six data waves. Analyses were conducted separately for three different types of behavior problems: authority conflict, covert, and overt disruptive behavior. Consistent with the existing literature, concurrent relations between peers' and boys' disruptive behavior were expected to be significant. A more informative test, however, was whether exposure to deviant peers resulted in boys' subsequent initiation of disruptive behavior. Although peer influences were expected in the predictive analyses, the relations were hypothesized to differ by type of behavior. The potential moderating effects of hyperactivity and poor parenting practices were also examined to test the hypothesis that boys who are already at risk for behavior problems will be more susceptible to deviant peer influence. Results supported the significant concurrent and predictive relation between exposure to deviant peers and boys' engagement in disruptive and delinquent behavior. There were no significant moderating effects of attention-deficit hyperactivity disorder (ADHD) or parenting practices on peer influence.

scholarly journals Las habilidades socio-emocionales y su influencia en la percepción y el rendimiento académico en ciencias de la naturaleza = Socio-emotional skills and their influence on perception and academic performance in natural science

2019 ◽  
Vol 3 (1) ◽  
pp. 56
Author(s):  
Rafael Marcos Sánchez ◽  
Maria del Carmen Diéz González
Keyword(s):  
Social Skills ◽  
Well Being ◽  
School Failure ◽  
Relational Model ◽  
Subjective Well Being ◽  
Emotional Skills ◽  
Calidad De Vida ◽  
And Performance ◽  
The Relationship

ResumenLos datos estadísticos y algunos estudios nos plantean la relevancia del problema del fracaso escolar en España, los porcentajes de abandono temprano son preocupantes. Este fracaso escolar se relaciona con la no adquisición de un aprendizaje significativo debido a las dificultades en el aprendizaje, a las relaciones con sus compañeros, a la escasa comprensión lectora, etc.: estos generan percepciones erróneas y emociones negativas que influyen en el rendimiento escolar. Por ello, es importante evaluar la relación entre los diferentes aspectos que nos permitan fomentar el aprendizaje de habilidades sociales de forma preventiva.En esta investigación hemos utilizado un modelo relacional entre la percepción y el rendimiento en la asignatura ciencias de la naturaleza y las habilidades sociales de toma de conciencia y control emocional, conversacionales, la cooperación y ayuda mediante el trabajo, las relacionadas con la defensa de los propios derechos, las socio - emocionales y de vida y bienestar subjetivo como mejora de la calidad de vida. La muestra de la investigación es de 445 estudiantes de los cursos de tercero a sexto de Primaria de varios centros educativos. Los resultados obtenidos nos muestran que existe significatividad entre la percepción y las habilidades socio - emocionales con respecto al rendimiento y, por lo tanto, se comprueba el impulso motivacional en el rendimiento si mejoramos la percepción mediante dichas habilidades socio – emocionales y el desarrollo en el aula de programas y metodologías activas, como aprendizaje cooperativo y mindfulness, que mejoren el aprendizaje y reduzcan los conflictos en el aula.AbstractThe statistical data and some studies raise the relevance of the problem of school failure in Spain, the percentages of early abandonment are worrisome. This school failure is related to the lack of acquisition of significant learning due to difficulties in learning, relationships with peers, insufficient reading comprehension, …; these generate erroneous perceptions and negative emotions that influence school performance. Therefore, it is important to evaluate the relationship between the different aspects that allow us to promote the learning of social skills in a preventive manner.In this research we have used a relational model between perception and performance in the subject natural sciences and social skills of consciousness and emotional control, conversational, cooperation and help through work, those related to the defense of own rights, socio-emotional and life and subjective well-being as improvement of the quality of life. The sample of the research is 447 students from the third to sixth year Primary courses from several educational centers. The results obtained show us that there is significance between perception and socio-emotional skills with respect to performance and, therefore, the motivational impulse in performance is proven if we improve perception through these socio-emotional skills and the development in the classroom of programs and active methodologies, as cooperative learning and mindfulness, that improve learning and reduce conflicts in the classroom.

Analytical review of research on the determinants of delinquent behavior in minors

2020 ◽  
pp. 1-22
Author(s):  
Ekaterina Il'yankova
Keyword(s):  
Juvenile Delinquency ◽  
Parenting Styles ◽  
Reference Group ◽  
Delinquent Behavior ◽  
Personal Characteristics ◽  
Self Control ◽  
Deviant Peers ◽  
Social Significance ◽  
The Family ◽  
The Impact

The article deals with the relevance and social significance of the problem of identifying the determinants of delinquent behavior and factors of criminalization of minors. A statistical analysis of juvenile delinquency is provided. The purpose of the study is to analyze domestic and foreign studies of the determinants of delinquent behavior of minors. The article presents the results of theoretical analysis of foreign and domestic studies that reveal two leading groups of causes of juvenile delinquency: individual typological (a combination of personal characteristics, temperament properties, character accentuation, deformation of the value-semantic sphere of the individual, weakness of intellectual development, low academic performance, pedagogical neglect, inadequate self-esteem, a reduced level of self-control, unformed volitional qualities, socio-psychological maladaptation, inability to organize free time, etc.) and socio-psychological (family problems, violations of parent-child relationships, the breakdown of the family structure, early deprivation in the family, lack of parental involvement in the child's education, disparity of parenting styles of parents, the negative example of the impact of the reference group, dependence on deviant peers, the influence of criminal subculture, lack of social control, the availability and prevalence of negative information, social exclusion, stigma, stereotypes, etc., as well as situational circumstances – victim behavior of the victim, detection of unattended valuables, etc.). contradictions, insufficiently studied aspects, promising research directions for the causes and mechanisms of formation, as well as prevention of delinquent behavior of minors are Identified.

Analytical review of research on the determinants of delinquent behavior in minors

2020 ◽  
Vol 5 (4) ◽  
pp. 38-59
Author(s):  
Ekaterina Il'yankova
Keyword(s):  
Juvenile Delinquency ◽  
Parenting Styles ◽  
Reference Group ◽  
Delinquent Behavior ◽  
Personal Characteristics ◽  
Self Control ◽  
Deviant Peers ◽  
Social Significance ◽  
The Family ◽  
The Impact

The article deals with the relevance and social significance of the problem of identifying the determinants of delinquent behavior and factors of criminalization of minors. A statistical analysis of juvenile delinquency is provided. The purpose of the study is to analyze domestic and foreign studies of the determinants of delinquent behavior of minors. The article presents the results of theoretical analysis of foreign and domestic studies that reveal two leading groups of causes of juvenile delinquency: individual typological (a combination of personal characteristics, temperament properties, character accentuation, deformation of the value-semantic sphere of the individual, weakness of intellectual development, low academic performance, pedagogical neglect, inadequate self-esteem, a reduced level of self-control, unformed volitional qualities, socio-psychological maladaptation, inability to organize free time, etc.) and socio-psychological (family problems, violations of parent-child relationships, the breakdown of the family structure, early deprivation in the family, lack of parental involvement in the child's education, disparity of parenting styles of parents, the negative example of the impact of the reference group, dependence on deviant peers, the influence of criminal subculture, lack of social control, the availability and prevalence of negative information, social exclusion, stigma, stereotypes, etc., as well as situational circumstances – victim behavior of the victim, detection of unattended valuables, etc.). contradictions, insufficiently studied aspects, promising research directions for the causes and mechanisms of formation, as well as prevention of delinquent behavior of minors are Identified.

Precursors of School Failure

1980 ◽  
Vol 2 (1) ◽  
pp. 5-11
Author(s):  
Frank Oberklaid ◽  
Melvin D. Levine
Keyword(s):  
Risk Factors ◽  
Environmental Factors ◽  
Life Events ◽  
Delinquent Behavior ◽  
School Failure ◽  
Service Needs ◽  
Academic Problems ◽  
School Problems ◽  
Multiple Factors ◽  
Social Difficulties

School failure is pervasive. Its impact extends beyond the classroom and can contribute to emotional turmoil, social difficulties, delinquent behavior and lifelong maladjustment. School failure does not qualify as a disease, a syndrome, or a unique pathogenetic process. It is rather the product of constitutional predispositions that have interacted with environmental factors and life events in an ongoing process. Intrinsic handicaps may be subtle. Their outward manifestations are likely to vary from child to child and evolve with age, shaped by neurologic maturation, experience, and changing external expectations. Children with school problems form a heterogeneous group with diverse etiologies, symptom complexes, diagnostic findings and service needs. Nine common precursors of school failure are suggested in this review. Although presented individually, these precursors are not necessarily discrete, nor are they mutually exclusive; they may themselves stem from multiple factors. They are conceptualized as "risk factors" that may predispose to or foreshadow later failure. These, in turn, interact with a set of variables we have characterized as sources of "developmental buoyancy." The latter may neutralize or counteract early susceptibility to academic problems. Individual children may have one or multiple identifiable precursors of variable severity and differ in the extent to which they can minimize or overcome these potential predispositions to school failure.

Improvising Social Skills For Teens With ASD

ASHA Leader ◽  
2018 ◽  
Vol 23 (5) ◽  
pp. 38-41 ◽  
Author(s):  
Rachel Kasthurirathne ◽  
Lacy Alana ◽  
Jim Ansaldo
Keyword(s):  
Social Skills
Sign in / Sign up

Export Citation Format

Share Document