The DOI matches its Crossref record; 27 of the 27 references it cites were found in a registry or an index.
Antisocial Behavior, Academic Failure, and School Climate: A Critical Review
Abstract
Researchers have demonstrated a strong correlation between antisocial behavior and academic failure among students.Yet current educational programs designed to modify one or both of these patterns of conduct tend to be limited in at least two fundamental ways. First, they tend to treat conditions associated with academic achievement as separate from those associated with violent or other antisocial behavior. Second, they often focus narrowly on modifying selected cognitions or personality characteristics of the individual (e.g., changing attitudes and beliefs).Yet both antisocial behavior and academic failure are context specific; each occurs within a climate in which conditions can be identified that reasonably predict problematic behavior and can be modified to reduce such behavior.The success of prevention and intervention programs, therefore, hinges on their ability to identify and modify climates in which academic failure and antisocial behavior emerge. In this article we examine the role of school climate in guiding programs designed to reduce academic failure and antisocial behavior among students defined as "at risk." Suggestions are offered for improving such educational programs in a manner consistent with research on school climate and effective schools.
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Cites
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Catalano, R. F., & Hawkins, J. D. (1996) · Cited by 1,096
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Integrated Approaches to Preventing Antisocial Behavior Patterns among School-Age Children and Youth
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Cited by
Social and Emotional Learning in Schools: From Programs to Strategies and commentaries
Jones, S. M., & Bouffard, S. M. (2012) · Child Policy Nexus · doi:10.1002/j.2379-3988.2012.tb00073.x · Cited by 601
Update on bullying at school: Science forgotten?
Stassen Berger, K. (2007) · Developmental Review · doi:10.1016/j.dr.2006.08.002 · Cited by 578
Handbook of Research on Schools, Schooling and Human Development
(2010) · Routledge eBooks · doi:10.4324/9780203874844 · Cited by 502
Valiente, C., Lemery-Chalfant, K., Swanson, J., & Reiser, M. (2008) · Journal of Educational Psychology · doi:10.1037/0022-0663.100.1.67 · Cited by 431
McGrath, K. F., & Van Bergen, P. (2015) · Educational Research Review · doi:10.1016/j.edurev.2014.12.001 · Cited by 400
Metadata
- Authors
- McEvoy, A., & Welker, R.
- Venue
- Journal of Emotional and Behavioral Disorders
- Publisher
- SAGE Publications
- Published
- 2000-07
- Volume
- 8
- Issue
- 3
- Pages
- 130-140
- ISSN
- 1063-4266 (ISSN-L)
- 1538-4799
- OpenAlex
- W2170337356
- Cited by
- 489
- References
- 27
- FWCI
- 46.89
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
