Relationships Between Academics and Problem Behavior in the Transition from Middle School to High School
Relationships Between Academics and Problem Behavior in the Transition from Middle School to High School
复制标题
初高中过渡期间学业与问题行为的关系
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
K. Cochrane
中科院分区：
文献类型：
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作者：
K. McIntosh;Brigid Flannery;G. Sugai;Drew H. Braun;K. Cochrane
鉴于从初中到高中过渡的风险因素增加，这项研究跟踪了接受普通和特殊教育服务的学生从8年级过渡到9年级时的学业和学校纪律记录。作者采用方差分析和结构方程模型来确定学习技能和行为变量之间的关系的显着性和强度。结果表明，学习成绩和办公室纪律转介之间的显着相互作用，无论是内部和跨年级。当控制的直接影响，交叉效应的8年级学科推荐对9年级的学业成绩仍然具有统计学意义，虽然8年级的状态阅读评估成绩对9年级学科推荐的影响没有。结果进行了讨论，在改善学校环境和学术指导，以防止学业失败。
Given the increased risk factors in the transition from middle school to high school, this study tracked academic and school discipline records for students receiving general and special education services as they transitioned from Grade 8 to Grade 9. The authors employed analysis of variance and structural equation modeling to determine the significance and strength of the relationship between academic skills and behavior variables. Results indicated significant interactions between academic scores and office discipline referrals, both within and across grades. When controlling for the direct effects, crossover effects of Grade 8 discipline referrals on Grade 9 academic scores remained statistically significant, though effects of Grade 8 state reading assessment scores on Grade 9 discipline referrals did not. Results are discussed in terms of improving school environments and academic instruction to prevent school failure.