Changes in School Connectedness and Deviant Peer Affiliation Among Sixth-Grade Students From High-Poverty Neighborhoods

The research examined the influence of parent and school variables on minor aggression among early adolescents. Sixth-grade students ( N = 1,081) were interviewed at the beginning of the school year (Time 1) about aggressive behaviors and selected psychosocial variables and at the end of the year (Time 2) about aggressive behaviors. Aggression increased over time and was greater for boys than girls at both time points. In path analyses, Time 1 aggression was directly associated with Time 2 aggression and indirectly associated through affiliation with Time 2 problem-behaving friends. School engagement was associated indirectly with Time 2 aggression through affiliation with problem-behaving friends. Parenting behavior was negatively and directly associated with Time 2 aggression and indirectly through Time 2 affiliation with problem-behaving friends. The findings indicated that selection and previous behavior predicted peer affiliation and parenting and school engagement protected against early adolescent aggression.

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Direct and indirect effects of parental involvement, deviant peer affiliation, and school connectedness on prosocial behaviors in U.S. Latino/a youth

Journal of Social and Personal Relationships ◽

10.1177/0265407520941611 ◽

2020 ◽

Vol 37 (10-11) ◽

pp. 2898-2917

Author(s):

Sahitya Maiya ◽

Gustavo Carlo ◽

Zehra Gülseven ◽

Lisa Crockett

Keyword(s):

Parental Involvement ◽

Great Plains ◽

School Connectedness ◽

Prosocial Behaviors ◽

School Level ◽

Northern Great Plains ◽

Deviant Peer Affiliation ◽

School Factors ◽

Peer Affiliation ◽

Path Analyses

Parental involvement has been associated with increased adolescent prosocial behaviors, but we know little about the peer and school-level explanatory mechanisms behind these associations. The current study aimed to examine the intervening roles of deviant peer affiliation and school connectedness in links between parental involvement and prosocial behaviors among U.S. Latino/a adolescents. Participants included 306 U.S. Latino/a adolescents ( Mage = 15.50 years, SD = .42 years, 46% girls, 81.0% U.S. Mexican) from communities in the Northern Great Plains, who reported on parental involvement, deviant peer affiliation, school connectedness, and prosocial behaviors. Path analyses showed that parental involvement was directly and indirectly related to prosocial behaviors via both deviant peer affiliation and school connectedness. Parental involvement was related to lesser deviant peer affiliation, which was in turn related to greater school connectedness, which was further related to higher prosocial behaviors. The discussion focuses on the importance of studying the interplay of parent, peer, and school factors in understanding prosocial behaviors among U.S. Latino/a youth.

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A Comparison of Four Adolescent Language Tests

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1803.250 ◽

1987 ◽

Vol 18 (3) ◽

pp. 250-266 ◽

Cited By ~ 4

Author(s):

R. Jane Lieberman ◽

Ann Marie C. Heffron ◽

Stephanie J. West ◽

Edward C. Hutchinson ◽

Thomas W. Swem

Keyword(s):

Test Performance ◽

Sixth Grade ◽

Significant Discrepancy ◽

Language Impaired ◽

Language Functions ◽

Language Tests ◽

Significant Difference ◽

Sixth Grade Students ◽

Overall Performance ◽

Selection Of

Four recently developed adolescent language tests, the Fullerton Test for Adolescents (FLTA), the Test of Adolescent Language (TOAL), the Clinical Evaluation of Language Functions (CELF), and the Screening Test of Adolescent Language (STAL), were compared to determine: (a) whether they measured the same language skills (content) in the same way (procedures); and (b) whether students performed similarly on each of the tests. First, respective manuals were reviewed to compare selection of subtest content areas and subtest procedures. Then, each of the tests was administered according to standardized procedures to 30 unselected sixth-grade students. Despite apparent differences in test content and procedures, there was no significant difference in students' performance on three of the four tests, and correlations among test performance were moderate to high. A comparison of the pass/fail rates for overall performance on the tests, however, revealed a significant discrepancy between the proportions of students identified in need of further evaluation on the STAL (20%) and the proportion diagnosed as language impaired on the three diagnostic tests (60-73%). Clinical implications are discussed.

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AIR Study Shows Benefit of Outdoor Environmental Programs for Sixth Grade Students

PsycEXTRA Dataset ◽

10.1037/e539982012-001 ◽

2013 ◽

Keyword(s):

Sixth Grade ◽

Environmental Programs ◽

Sixth Grade Students

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PENERAPAN STRATEGI MENJAWAB SECARA BERGANTIANBERPOLA LINGKARAN ROUND ROBIN UNTUKMENINGKATKAN HASIL BELAJAR PPKn SISWA KELAS VISDN 002 UKUI DUA KECAMATAN UKUI

Primary: Jurnal Pendidikan Guru Sekolah Dasar ◽

10.33578/jpfkip.v5i1.3677 ◽

2016 ◽

Vol 5 (1) ◽

Author(s):

Diyan Pertiwi

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Sixth Grade ◽

Student Learning Outcomes ◽

Round Robin ◽

Class Action ◽

Sixth Grade Students ◽

Teachers And Students ◽

Improve Student Learning ◽

Low Activity

This study is a class action that aims to improve learning outcomes in subjects PPKn sixth grade students of SDN 002 Ukui Dua. This research is motivated by the low activity and low teacher and student learning outcomes in subjects PPKn. The problem of this study is whether the implementation of a strategy to answer alternately patterned circle round robin can improve student learning outcomes in subjects PPKn in the sixth grade SDN 002 Ukui Dua? This PPKn was conducted over two cycles. Data collection techniques in this research using collection observation techniques, achievement test, and documentation. Techniques of analysis in this study is an analysis of the activities of teachers and students and learning outcomes in subjects PPKn sixth grade students SDN 02 Ukui Dua Kecamatant Ukui. The result showed that the activity of teachers has increased. At the first meeting of the first cycle of 41% was obtained with Simply Perfect category and the second meeting reached 55% with the category Fairly Perfect. In the second cycle 3 meeting to reach 75% by the Perfect category and the 4th meeting of the second cycle reaches 85% with the Perfect category. While the activity of students has increased. At the first meeting of the first cycle reaches 51% with the category Fairly Perfect and the second meeting with the percentage of 66% to the category Perfect. After the second cycle of the third meeting with a percentage of 75% with the Perfect category while in attendance for-4 with the percentage of 94% to the category of Most Perfect. Learning outcomes of students also increased from the previous students who achieve KKM only 8 votes with a percentage (45%) after the first cycle an increase in students worth over KKM which reached 14 people with a percentage of 70%. Cycle II students who achieve KKM 17 (85%).

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PENERAPAN PENDEKATAN KONTEKSTUAL UNTUK MENINGKATKAN HASIL BELAJAR IPA KELAS VI SD NEGERI 004 TEMBILAHAN KOTA KECATAMATAN TEMBILAHAN

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v2i2.5079 ◽

2018 ◽

Vol 2 (2) ◽

pp. 293

Author(s):

Sarminah Sarminah

Keyword(s):

Action Research ◽

Learning Outcomes ◽

Science Learning ◽

Sixth Grade ◽

Contextual Approach ◽

Science Students ◽

Student Activity ◽

Sixth Grade Students ◽

Classroom Action Research

The background of this research is the low of science learning result of grade 6 students of SDN 004 TembilahanKota. The purpose of this study is to improve the learning outcomes of science students of grade VI SDN 004Tembilahan Kota with the application of contextual approach. This research was conducted in class VI SDN004 Tembilahan Kota. This research is a Classroom Action Research with two cycles. The subjects of thisresearch are the sixth grade students of SDN 004 Tembilahan Kota lesson year which consist of 30 people with16 men and 14 women. Based on the results of the research from the teacher activity sheets appear to increase ateach meeting. At the first meeting of cycle I 64.3%, the second meeting of cycle I was 67.86%. At the firstmeeting of cycle II 71,43%, and second meeting of cycle II 78,57%. While the student activity also increasesevery meeting. At the first meeting of cycle I 67,86%, second meeting of cycle I 71,43%. At the first meeting ofthe second cycle of 75%, and the second meeting II cycle 78.57%. The learning outcomes in the first cycleincreased by 12.8% from the base score of 67.83% to 76.5%. In the second cycle increased by 17.2% to 79.5%.

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