The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Long-Term Effects of the Seattle Social Development Intervention on School Bonding Trajectories
Open accessAbstract
Bonding to school has been shown to be a protective factor against many problem behaviors. This study examines the effects of intervention during the elementary grades on changes in school bonding from middle school through high school, using hierarchical linear modeling. A full intervention group (Grades 1-6), a late intervention group (interventions in Grades 5 and 6 only), and a control group offered no special intervention were compared. The full intervention group was significantly more bonded to school than the control group at ages 13 and 18. Moreover, the full intervention group showed a curvilinear change in school bonding over time, decreasing to age 16 and then increasing to age 18, whereas bonding to school in both the control and late intervention groups continued to decline from age 13 to age 18. These findings suggest that social development interventions through elementary school can have positive long-term effects on school bonding and demonstrate the importance of long-term follow-up studies of preventive interventions.
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Cites
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Self-citationReducing Risks for Mental Disorders: Frontiers for Preventive Intervention Research
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BackgroundAcademic Performance and Delinquency
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Childhood and adolescent predictors of alcohol abuse and dependence in young adulthood.
Guo, J., Hawkins, J. D., Hill, K. G., & Abbott, R. D. (2001) · Journal of Studies on Alcohol · doi:10.15288/jsa.2001.62.754 · Cited by 263
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Student Engagement: What Is It? Why Does It Matter?
Finn, J. D., & Zimmer, K. S. (2012) · Handbook of Research on Student Engagement · doi:10.1007/978-1-4614-2018-7_5 · Cited by 1,139
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(2013) · Cited by 834
Toward an Understanding of Definitions and Measures of School Engagement and Related Terms
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Effects of social development intervention in childhood 15 years later
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Understanding Student Engagement with a Contextual Model
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Teacher Effects on Social and Behavioral Skills in Early Elementary School
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Metadata
- Authors
- Hawkins, J. D., Guo, J., Hill, K. G., Battin-Pearson, S., & Abbott, R. D.
- Venue
- Applied Developmental Science
- Publisher
- Informa UK Limited
- Published
- 2001-10
- Volume
- 5
- Issue
- 4
- Pages
- 225-236
- ISSN
- 1088-8691 (ISSN-L)
- 1532-480X
- OpenAlex
- W2002866934
- Cited by
- 424
- References
- 4
- FWCI
- 26.37
- Type
- journal article
- Language
- en
- Open access
- green
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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.
