Aggression and Perceptions of Parenting Among Urban Public Middle School Students

Aggression and Perceptions of Parenting Among Urban Public Middle School Students
By:
Published on 2008 by ProQuest

Adolescent aggressive behavior is a major social problem in the United States and is linked to violence and violence-related injury. Understanding the relationship between parenting and early adolescent aggression provides important insights for developing prevention interventions. This study explored the relationship between parenting and early adolescent aggression in an urban low-income, predominately African American sample. The first aim was to examine whether aggression-specific parenting practices and parenting style predicted subsequent early adolescent aggression. The second aim was to examine the extent to which parenting style moderated the relationship between aggression-specific parenting practices and subsequent early adolescent aggression. The third aim was to explore the bidirectional relationship between parenting (parenting style and aggression-specific parenting practices) and early adolescent aggression. A total of 209 sixth grade early adolescents attending two Baltimore City middle schools completed questionnaires about their overt and relational aggressive behaviors at two time points. Early adolescents also reported on their perceptions of a parent or guardian's parenting style (support/behavioral control and psychological control) and aggression-specific parenting practices (aggression-avoidance parenting practices and aggression-endorsing parenting practices). Adjusted logistic regression results indicated that early adolescents who reported having a parent who supported aggression avoidance strategies were less likely to engage in overt aggression. Study findings also showed that parent support for aggression avoidance strategies ameliorated the tendency toward aggressive behavior when parenting styles were at their least protective levels. A bidirectional relationship between parenting and early adolescent aggression was not found; however, Structural Equation Modeling results indicated significant relationships between early adolescent aggression and subsequent parenting. Early adolescent overt and relational aggression predicted declines in parenting practices and parenting styles associated with buffering early adolescents from aggression. The results of this study suggest that parenting practices and parenting styles may exert a minor influence on early adolescent aggressive behavior in an urban low-income, predominately African American sample. Future research should investigate the role of multiple environmental influences (i.e., parenting, family, peer networks, community violence exposure, school environment) in the prediction of early adolescent aggressive behavior in this population.

This Book was ranked 31 by Google Books for keyword middle graders.

A Model for Improving Reading and Literacy Skills Among Middle School Students

A Model for Improving Reading and Literacy Skills Among Middle School Students
By:
Published on 2007 by ProQuest

Students without basic reading and literacy skills have problems in college, in the job market, and in understanding societal issues. However, there is a lack of consensus among reading specialists on how best to assist middle school students struggling with reading. This qualitative research study applied a modified Delphi exploration technique to develop a best practices model, as identified by 25 experts in the field of reading and literacy, for middle school educators to improve the reading and literacy skills of students and reduce the summer learning loss of children who are economically disadvantaged. This study sought to understand what pedagogical facilitation practices could be applied to increase reading and literacy among middle school students, how schools can adjust their school years, what challenges are involved in improving literacy and reading levels, and how schools can provide summer school programs to improve literacy. Qualitative data gathered from the seed questions were organized using NVivo software. During the analysis, a line-by-line examination of the data was conducted, leading to the revelation of themes according to the participants' responses, which were then used to develop a survey to gain consensus from the experts. The results of the study indicated that teachers and administrators can likely achieve positive social change by developing positive communication between the school and home environment; by extending, and in some cases requiring, summer school programs; and by initiating more tutorial programs, such as Literacy 180, to assist middle school children who are lagging behind their peers.

This Book was ranked 26 by Google Books for keyword middle graders.