The International Observatory on Academic Achievement - Documentary search

File number :
CS-PC-16e

Bibliographic reference :
Offord, D.R., Wright, R., Shain, M., Dewitt, D.J., Rye, B.J., & Sanford, M. (2000). The Effect of School Culture on Adolescent Behavioural Problems: Self-Esteem, Attachment to Learning, and Peer Approval of Deviance as Mediating Mechanisms. Canadian Journal of School Psychology, 16(1), 15-38.

Abstract :

Study Objectives
This study conducted in Ontario (Canada) explored the role of the mechanisms underlying the relationship between school environment and adolescent behavioural problems such as the role of personality and social traits.

Methodology
The study sample involved 1000 ninth grade students attending four secondary schools and already participating in a project initiated by the Ontario Ministry of Education and Training, The Secondary Schools Demonstration Project.

On a regular class day, students completed a questionnaire that provided information on involvement in school and extracurricular activities, perceptions of school and community environments, relationships with significant others (family members, peers and teachers), feelings of self-efficacy and self-esteem, emotional problems, substance use (including their own experiences and use by peers and family members), behavioural and learning difficulties at school and externalizing behavioural problems.

Main Results and Conclusion
Results of quantitative analyses confirmed the researchers’ hypothesis that the effect of students’ negative perception of school environment on behavioural problems can be influenced, at least in part, by poor involvement in learning, low self-esteem and approval of peer deviance.

Results also showed that no positive association was found between low self-esteem and attachment to learning. Moreover, no association between self-esteem and approval of peer deviance was established clearly. Observed low self-esteem was positively associated with attention-deficit hyperactivity and oppositional-defiant disorders. However, low self-esteem did not emerge as a predictor of conduct problems, substance use or discipline problems.

Students who reported not receiving enough family support generally perceived school culture and neighbourhood unfavourably. In addition to school culture, family and neighbourhood environments were significant predictors of self-esteem and attachment to learning.

In summary, students with a negative perception of their school environments are more at risk of developing behavioural problems. Programs for establishing a favourable school climate may prove effective in averting future behavioural problems in secondary school students.

Links :
This journal is also available in electronic format

Key Words :
Behavioural Problems, Personality, School Environment, School Culture, School Climate, Perceptions of Students, Self-esteem, Engagement/Involvement, Peers, Family Support, Neighbourhood, Quantitative Analysis, Secondary/High School

Monitored Countries :
Canada