Noncognitive Factors Affecting Academic Achievement of Juvenile Delinquents
DOI:
https://doi.org/10.31686/ijier.vol9.iss3.3012Keywords:
juvenile delinquency, noncognitive, alternative education, multiple regressionAbstract
The present study provides a description and analysis of the plight of first-time detained juvenile delinquents in the United States and the impact of noncognitive attributes and academic achievement on grades. Juvenile delinquents have poor outcomes as adults in higher rates of drug abuse, poor high school graduation rates, and lowered employment well into adulthood. The research questions examined the correlation among the noncognitive attributes of grit, academic self-concept, mental health, and self-esteem, academic achievement, and English and Mathematics grades for first-time detained juvenile delinquents aged 10-18. A multiple regression analysis of archival records of students in a short-term juvenile detention center was conducted. Findings showed three predictor variables were statistically significant and influenced academic performance measured by grades: verbal ability, social self-esteem, and prosocial skills. For juvenile delinquents (n = 72; males = 58, females = 14) aged 10-18 (M =15.3; SD = 1.6; range 10-18), the three predictor variables predicted English grades (adjusted R2 = .280) and Mathematics grades (adjusted R2 = .225). There was a discussion and recommendations for policies and research. The results support the need to consider noncognitive factors and the consideration of communication skills in the education of juvenile delinquents.
Downloads
References
Aalsma, M. C., Lau, K. S., Perkins, A. J., Schwartz, K., Tu, W., Wiehe, S. E., . . . Rosenman, M. B. (2016). Mortality of youth offenders along a continuum of justice system involvement. American Journal of Preventive Medicine, 50, 303–310. https://doi.org/10.1016/j.amepre DOI: https://doi.org/10.1016/j.amepre.2015.08.030
.2015.08.030
Abbott, M. L., & McKinney, J. (2013). Understanding and applying research design. https://doi
.org/10.1002/9781118647325
Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavior Interventions, 13(1), 3–16. https://doi.org/10.1177/1098300709359084 DOI: https://doi.org/10.1177/1098300709359084
Arman, S., Amel, A. K., & Maracy, M. R. (2013). Comparison of parent adolescent scores on Strengths and Difficulties Questionnaire. Journal of Research in Medical Sciences: The Official Journal of Isfahan University of Medical Sciences, 18(6), 501–505. Retrieved from http://www.jmsjournal.net/
Asencio, E. K., & Burke, P. J. (2011). Does incarceration change the criminal identity: A synthesis of the labeling and identity theory perspectives on identity change. Sociological Perspectives, 54, 163–182. https://doi.org/10.1525/sop.2011.54.2.163 DOI: https://doi.org/10.1525/sop.2011.54.2.163
Assink, M., van der Put, C. E., Hoeve, M., de Vries, S. L., Stams, G. J. J., & Oort, F. J. (2015). Risk factors for persistent delinquent behavior among juveniles: A meta-analytic review. Clinical Psychology Review, 42, 47–61. https://doi.org/10.1016/j.cpr.2015.08.002 DOI: https://doi.org/10.1016/j.cpr.2015.08.002
Babel, K. A., Jambroes, T., Oostermeijera, S., Van de Ven, P. M., Popma, A., Vermeiren, R. R. J. M., . . . Jansen, L. M. C. (2016). Do trauma symptoms mediate the relation between neurobiological stress parameters and conduct problems in girls? Child Adolescent Psychiatry & Mental Health, 10(1), 42. https://doi.org/10.1186/s13034-016-0129-0 DOI: https://doi.org/10.1186/s13034-016-0129-0
Baetz, C. L., Surko, M., Moaveni, M., McNair, F., Bart, A., Workman, S., . . . Horwitz, S. M. (2019). Impact of a trauma-informed intervention for youth and staff on rates of violence in juvenile detention settings. Journal of Interpersonal Violence. https://doi.org/10.1177 DOI: https://doi.org/10.1177/0886260519857163
/0886260519857163
Baker, S. F., & Ireland, J. L. (2007). The link between dyslexic traits, executive functioning, impulsivity and social self-esteem among an offender and non-offender sample. International Journal of Law and Psychiatry, 30, 492–503. https://doi.org/10.1016/j.ijlp DOI: https://doi.org/10.1016/j.ijlp.2007.09.010
.2007.09.010
Baltaci, A., & Balci, A. (2017). Complexity leadership: A theorical perspective. International Journal of Educational Leadership and Management, 5(1), 30–58. https://doi.org/10 DOI: https://doi.org/10.17583/ijelm.2017.2435
.17583/ijelm.2017.2435
Barrett, D. E., & Katsiyannis, A. (2017). The Clemson Juvenile Delinquency Project: Major findings from a multi-agency study. Journal of Child and Family Studies, 26, 2050–2058. https://doi.org/10.1007/s10826-017-0714-8 DOI: https://doi.org/10.1007/s10826-017-0714-8
Barriga, A. Q., Sullivan‐Cosetti, M., & Gibbs, J. C. (2009). Moral cognitive correlates of empathy in juvenile delinquents. Criminal Behaviour and Mental Health, 19(4), 253–264. https://doi.org/10.1002/cbm.740 DOI: https://doi.org/10.1002/cbm.740
Beaudry, G., Yu, R., Långström, N., & Seena Fazel, F. (2020). An updated systematic review and meta-regression analysis: Mental disorders among adolescents in juvenile detention and correctional facilities. Journal of the American Academy of Child & Adolescent Psychiatry. https://doi.org/10.1016/j.jaac.2020.01.015 DOI: https://doi.org/10.1016/j.jaac.2020.01.015
Benner, G. J., Zeng, S., Armstrong, A. L., Anderson, C., & Carpenter, E. (2016). Strengthening education in short-term juvenile detention centers: Final technical report. Retrieved from https://www.ncjrs.gov/pdffiles1/ojjdp/grants/251118.pdf
Berenson, M. L. (2013). Using Excel for White’s test—An important technique for evaluating the equality of variance assumption and model specification in a regression analysis. Decision Sciences Journal of Innovative Education, 11(3), 243–262. https://doi.org/10 DOI: https://doi.org/10.1111/dsji.12008
.1111/dsji.12008
Bobbio, A., Arbach, K., & Illescas, S. R. (2020). Juvenile delinquency risk factors: Individual, social, opportunity or all of these together? International Journal of Law, Crime and Justice. https://doi.org/10.1016/j.ijlcj.2020.100388 DOI: https://doi.org/10.1016/j.ijlcj.2020.100388
Bourdon, K. H., Goodman, R., Rae, D. S., Simpson, G., & Koretz, D. S. (2005). The Strengths and Difficulties Questionnaire: U.S. normative data and psychometric properties. Journal of the American Academy of Child & Adolescent Psychiatry, 44, 557–564. https://doi.org/10.1016/s0084-3970(08)70005-7 DOI: https://doi.org/10.1097/01.chi.0000159157.57075.c8
Boylan, M. (2018). Enabling adaptive system leadership: Teachers leading professional development. Educational Management Administration & Leadership, 46(1), 86–106. https://doi.org/10.1177/1741143216628531 DOI: https://doi.org/10.1177/1741143216628531
Brookover, W. B., Thomas, S., & Paterson, A. (1964). Self-concept of ability and school achievement. Sociology of Education, 37, 271–278. https://doi.org/10.2307/2111958 DOI: https://doi.org/10.2307/2111958
Broxterman, K., Mok, D. S., & Beukema, A. (2017). Basic Achievement Skills Inventory. In B. Caplan, J. Deluca, & J. S. Kreutzer (Eds), Encyclopedia of clinical neuropsychology (pp. 1–3). https://doi.org/10.1007/978-3-319-56782-2_1440-2 DOI: https://doi.org/10.1007/978-3-319-56782-2_1440-2
Caprara, G. V., Kanacri, B. P. L., Gerbino, M., Zuffianò, A., Alessandri, G., Vecchio, G., . . . Bridglall, B. (2014). Positive effects of promoting prosocial behavior in early adolescence: Evidence from a school-based intervention. International Journal of Behavioral Development, 38, 386–396. https://doi.org/10.1177/0165025414531464 DOI: https://doi.org/10.1177/0165025414531464
Carroll, A., Hemingway, F., Bower, J., Ashman, A., Houghton, S., & Durkin, K. (2006). Impulsivity in juvenile delinquency: Differences among early-onset, late-onset, and non-offenders. Journal of Youth and Adolescence, 35, 517–527. https://doi.org/10.1007 DOI: https://doi.org/10.1007/s10964-006-9053-6
/s10964-006-9053-6
Casillas, A., Robbins, S., Allen, J., Kuo, Y. L., Hanson, M. A., & Schmeiser, C. (2012). Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behavior. Journal of Educational Psychology, 104, 407. https://doi.org/10.1037/a0027180 DOI: https://doi.org/10.1037/a0027180
Christle, C. A., & Yell, M. L. (2008). Preventing youth incarceration through reading remediation: Issues and solutions. Reading & Writing Quarterly, 24(2), 148–176. https:// DOI: https://doi.org/10.1080/10573560701808437
doi.org/10.1080/10573560701808437
Coker, D. (2020). Action research in a juvenile detention school: New processes, paradigms, and possibilities. Education Quarterly Reviews, 3(3). https://doi:10.31014/aior. 1993.03.03.149 DOI: https://doi.org/10.31014/aior.1993.03.03.149
Copp, J. E., Giordano, P. C., Longmore, M. A., & Manning, W. D. (2020). Desistance from crime during the transition to adulthood: The influence of parents, peers, and shifts in identity. Journal of Research in Crime and Delinquency, 57(3), 294-332. https://doi.org/10.1177%2F0022427819878220 DOI: https://doi.org/10.1177/0022427819878220
Credé, M., Tynan, M. C., & Harms, P. D. (2017). Much ado about grit: A meta-analytic synthesis of the grit literature. Journal of Personality and Social Psychology, 113, 492–511. https://doi.org/10.1037/pspp0000102 DOI: https://doi.org/10.1037/pspp0000102
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
Crosby, S. D., Algood, C. L., Sayles, B., & Cubbage, J. (2017). An ecological examination of factors that impact well‐being among developmentally‐disabled youth in the juvenile justice system. Juvenile and Family Court Journal, 68(2), 5–18. https://doi.org/10.1111 DOI: https://doi.org/10.1111/jfcj.12091
/jfcj.1209
Cullen, F. T., & Jonson, C. L. (2014). Labeling theory and correctional rehabilitation: Beyond unanticipated consequences. In D. P. Farrington & J. Murray (Eds.), Labeling theory: Empirical tests (pp. 63–85). Transactions. DOI: https://doi.org/10.4324/9780203787656-4
Dattalo, P. (2013). Analysis of multiple dependent variables. Oxford University Press. DOI: https://doi.org/10.1093/acprof:oso/9780199773596.001.0001
Davis, L. M., Steele, J. L., Bozick, R., Williams, M. V., Turner, S., Miles, J. N., . . . Steinberg, P. S. (2014). How effective is correctional education, and where do we go from here? The results of a comprehensive evaluation. Retrieved from http://www.rand.org/pubs/research DOI: https://doi.org/10.7249/RR564
_reports/RR564.html
Denzel, A. D., van Esch, A. Y., Harte, J. M., & Scherder, E. J. (2016). Ethnic variations in psychotic disorders in the criminal justice system: A systematic review. Aggression and Violent Behavior, 29, 20–29. https://doi.org/10.1016/j.avb.2016.05.006 DOI: https://doi.org/10.1016/j.avb.2016.05.006
Dishion, T. J., McCord, J., & Poulin, F. (1999). When interventions harm: Peer groups and problem behavior. American Psychologist, 54, 755–764. https://doi.org/10.1037//0003 DOI: https://doi.org/10.1037/0003-066X.54.9.755
-066x.54.9.755
Drury, A. J., DeLisi, M., & Elbert, M. J. (2019). What becomes of chronic juvenile delinquents? Multifinality at midlife. Youth Violence and Juvenile Justice. https://doi.org/10.1177 DOI: https://doi.org/10.1177/1541204019858741
/1541204019858741
Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (Grit–S). Journal of Personality Assessment, 91, 166–174. https://doi.org/10.1080 DOI: https://doi.org/10.1080/00223890802634290
/00223890802634290
Dumont, R., Willis, J. O., Veizel, K., & Zibulsky, J. (2013). Test of Silent Contextual Reading Fluency (TOSCRF). In C. R. Reynolds, K. J. Vannest, & E. Fletcher-Jonzen (Eds.), Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals. https://doi.org/10.1002/9781118660584.ese2375 DOI: https://doi.org/10.1002/9781118660584.ese2375
Engel, U. (2017). Delinquent behavior in adolescence: Potential and constraints of preventive strategies in school settings. Crime Prevention and Intervention: Legal and Ethical Problems, 3, 167–184. https://doi.org/10.1515/9783110856736-011 DOI: https://doi.org/10.1515/9783110856736-011
Engstrom, R. S., & Scott, D. (2020). Juvenile institutional misconduct: Examining the role of educational attainment and academic achievement. Crime & Delinquency, 66(5), 663-686. https://doi.org/10.1177%2F0011128719901113 DOI: https://doi.org/10.1177/0011128719901113
Ennis, R. P., Evanovich, L. L., Losinski, M., Jolivette, K., & Kimball-Greb, K. (2018). Behavioral, academic, and social characteristics of students with behavioral difficulties served in a residential facility. In B. G. Cook, T. J. Landrum, & M. Tankersley (Eds.), Emerging research and issues in behavioral disabilities (pp. 93–111). Emerald. DOI: https://doi.org/10.1108/S0735-004X20180000030007
Erofeeva, M. A., Grinenko, A. V., Stanovova, L. A., Kosolapova, N. V., Mikhaylovsky, M. N., Rybina, I. A., & Kochetkov, I. G. (2019). Motivation and motives of juvenile delinquents. EurAsian Journal of BioSciences, 13(1), 135–140. Retrieved from http://
www.ejobios.org/
Etikan, I., Musa, S. A., & Alkassim, S. R. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4. https://doi.org/10.11648/j.ajtas.20160501.11 DOI: https://doi.org/10.11648/j.ajtas.20160501.11
Falligant, J. M., Alexander, A. A., & Burkhart, B. R. (2017). Offence characteristics and cognitive functioning in juveniles adjudicated for illegal sexual behaviour. Journal of Sexual Aggression, 23, 291–299. https://doi.org/10.1080/13552600.2017.1362271 DOI: https://doi.org/10.1080/13552600.2017.1362271
Faul, F., Erdfelder, E., Buchner, A., & Lang, A.-G. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41, 1149–1160. https://doi.org/10.3758/brm.41.4.1149 DOI: https://doi.org/10.3758/BRM.41.4.1149
Fazel, S., Doll, H., & Långström, N. (2008). Mental disorders among adolescents in juvenile detention and correctional facilities: A systematic review and metaregression analysis of 25 surveys. Journal of the American Academy of Child & Adolescent Psychiatry, 47, 1010–1019. https://doi.org/10.1097/CHI.ObO13e31817eecf3 DOI: https://doi.org/10.1097/CHI.ObO13e31817eecf3
Feinstein, R. A., Lampkin, A., Lorish, C. D., Klerman, L. V., Maisiak, R., & Oh, M. K. (1998). Medical status of adolescents at time of admission to a juvenile detention center. Journal of Adolescent Health, 22, 190–196. https://doi.org/10.1016/s1054-139x(97)00169-9 DOI: https://doi.org/10.1016/S1054-139X(97)00169-9
Flores, J., & Barahona-Lopez, K. (2020). “I am in a constant struggle:” The challenges of providing instruction to incarcerated youth in southern California. International Journal of Educational Development, 76, 102192. https://doi.org/10.1016/j.ijedudev.2020.102192 DOI: https://doi.org/10.1016/j.ijedudev.2020.102192
Foley, R. M. (2001). Academic characteristics of incarcerated youth and correctional educational programs: A literature review. Journal of Emotional and Behavioral Disorders, 9, 248–259. https://doi.org/10.1177/106342660100900405 DOI: https://doi.org/10.1177/106342660100900405
Froiland, J. M., & Oros, E. (2014). Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement. Educational Psychology, 34(2), 119–134. https://doi.org/10.1080/01443410.2013.822964 DOI: https://doi.org/10.1080/01443410.2013.822964
Gabel, B. S. (2016). Optimal teaching strategies and academic interventions for detention home educators: A grounded theory study (Unpublished doctoral dissertation). University of Phoenix, Phoenix, AZ.
Gardner, T. W., Dishion, T. J., & Connell, A. M. (2008). Adolescent self-regulation as resilience: Resistance to antisocial behavior within the deviant peer context. Journal of Abnormal Child Psychology, 36, 273–284. https://doi.org/10.1007/s10802-007-9176-6 DOI: https://doi.org/10.1007/s10802-007-9176-6
Garson, G. D. (2014). Multiple regression. Statistical Associates.
Gearhart, M. C., & Tucker, R. (2020). Criminogenic risk, criminogenic need, collective efficacy, and juvenile delinquency. Criminal Justice and Behavior. https://doi.org/10.1177%2F0093854820928568 DOI: https://doi.org/10.1177/0093854820928568
Geerlings, Y., Asscher, J. J., Stams, G. J. J., & Assink, M. (2020). The association between psychopathy and delinquency in juveniles: A three-level meta-analysis. Aggression and Violent Behavior, 50, 101342. https://doi.org/10.1016/j.avb.2019.101342 DOI: https://doi.org/10.1016/j.avb.2019.101342
Gerbino, M., Zuffianò, A., Eisenberg, N., Castellani, V., Kanacri, B. P. L., Pastorelli, C., & Caprara, G. V. (2018). Adolescents’ prosocial behavior predicts good grades beyond intelligence and personality traits. Journal of Personality, 86, 247–260. https://doi.org/10 DOI: https://doi.org/10.1111/jopy.12309
.1111/jopy.12309
Ghazvini, S. D. (2011). Relationships between academic self-concept and academic performance in high school students. Social and Behavioral Sciences, 15, 1034–1039. https://doi.org DOI: https://doi.org/10.1016/j.sbspro.2011.03.235
/10.1016/j.sbspro.2011.03.235
Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581–586. https://doi.org/10.1111/j.1469-7610.1997 DOI: https://doi.org/10.1111/j.1469-7610.1997.tb01545.x
.tb01545.x
Goodman, R. (2001). Psychometric properties of the Strengths and Difficulties Questionnaire. Journal of the American Academy of Child & Adolescent Psychiatry, 40, 1337–1345. https://doi.org/10.1097/00004583-200111000-00015 DOI: https://doi.org/10.1097/00004583-200111000-00015
Goss-Sampson, M. A. (2018). Statistical analysis in JASP: A guide for students (2nd ed.). Retrieved from https://static.jasp-stats.org/
Guerrero, L. R., Dudovitz, R., Chung, P. J., Dosanjh, K. K., & Wong, M. D. (2016). Grit: A potential protective factor against substance use and other risk behaviors among Latino adolescents. Academic Pediatrics, 16(3), 275-281. https://dx.doi.org/10.1016%2Fj.acap.2015.12.016 DOI: https://doi.org/10.1016/j.acap.2015.12.016
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2009). Multivariate data analysis (7th ed.). Pearson Prentice Hall.
Heatherton, T. F., & Polivy, J. (1991). Development and validation of a scale for measuring state self-esteem. Journal of Personality and Social Psychology, 60, 895. https://doi.org/10 DOI: https://doi.org/10.1037/0022-3514.60.6.895
.1037/0022-3514.60.6.895
Heifetz, R. A., Grashow, A., & Linsky, M. (2009). The practice of adaptive leadership: Tools and tactics for changing your organization and the world. Harvard Business Press.
Herrman, J. W., & Sexton, J. S. (2017). Girls leaving detention: Perceptions of transition to home after incarceration. Journal of Juvenile Justice, 6(1), 33–47. Retrieved from https://
betasite.csrincorporated.com/JOJJ/JOJJ0601/JOJJ0601.pdf
Hoffmann, J. P. (2020). Academic underachievement and delinquent behavior. Youth & Society, 52(5), 728-755. https://doi.org/10.1177%2F0044118X18767035 DOI: https://doi.org/10.1177/0044118X18767035
Jäggi, L., Kliewer, W., & Serpell, Z. (2020). Schooling while incarcerated as a turning point for serious juvenile and young adult offenders. Journal of Adolescence, 78, 9-23. https://doi.org/10.1016/j.adolescence.2019.11.002 DOI: https://doi.org/10.1016/j.adolescence.2019.11.002
Jensen, G. (Ed.). (2017). Social learning theory and the explanation of crime. Routledge. DOI: https://doi.org/10.4324/9781315744902-26
Jolivette, K. (2016). Multi-tiered systems of support in residential juvenile facilities. Washington, DC: The National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC). Retrieved from https:// neglected-delinquent.ed.gov/sites/default/files/NDTAC-IssueBrief-508.pdf
Jones, S. E., Miller, J. D., & Lynam, D. R. (2011). Personality, antisocial behavior, and aggression: A meta-analytic review. Journal of Criminal Justice, 39, 329–337. https://doi DOI: https://doi.org/10.1016/j.jcrimjus.2011.03.004
.org/10.1016/j.jcrimjus.2011.03.004
Kõiv, K. (2016). Perceived multiple emotional self-concepts in groups of juvenile delinquents and nondelinquents. Procedia–Social and Behavioral Sciences, 217, 49–56. https://doi DOI: https://doi.org/10.1016/j.sbspro.2016.02.023
.org/10.1016/j.sbspro.2016.02.023
Krezmien, M., Mulcahy, C., & Leone, P. (2008). Detained and committed youth: Examining differences in achievement, mental health needs, and special education status. Education and Treatment of Children, 31, 445–464. https://doi.org/10.1353/etc.0.0029 DOI: https://doi.org/10.1353/etc.0.0029
Lansing, A. E., Washburn, J. J., Abram, K. M., Thomas, U. C., Welty, L. J., & Teplin, L. A. (2013). Cognitive and academic functioning of juvenile detainees: Implications for correctional populations and public health. Journal of Correctional Health Care, 20(1), 18–30. https://doi.org/10.1177/1078345813505450 DOI: https://doi.org/10.1177/1078345813505450
LaVigne, M., & Van Rybroek, G. J. (2011). Breakdown in the language zone: The prevalence of language impairments among juvenile and adult offenders and why it matters. UC Davis Journal of Juvenile Law & Policy, 1, 37–123. Retrieved from http://sjlr.law.ucdavis.edu/
Lea, C. H., III, & Abrams, L. S. (2017). “Everybody takes a road”: Perspectives on the pathway to delinquency among formerly incarcerated young men of color. Children and Youth Services Review, 75(C), 15–22. https://doi.org/10.1016/j.childyouth.2017.02.006 DOI: https://doi.org/10.1016/j.childyouth.2017.02.006
Leone, P. E., Fink, C., Wilson, M., & Mulcahy, C. (2018). Making it count: Strategies for improving mathematics instruction for students in short-term facilities (2nd ed.). Washington, DC: American Institutes for Research, National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth.
Leone, P. E., & Meisel, S. (1997). Improving education services for students in detention and confinement facilities. Children’s Legal Rights Journal, 17(2), 2–12. Retrieved from https://www.luc.edu/law/academics/journals-publications/childrenslegalrightsjournal
/index.cfm
Leone, P. E., & Wruble, P. C. (2015). Education services in juvenile corrections: 40 years of litigation and reform. Education and Treatment of Children, 38, 587–604. https://doi.org DOI: https://doi.org/10.1353/etc.2015.0026
/10.1353/etc.2015.0026
Linton, K. E., & Richard, G. M. (1996). Self-esteem in adolescents: Validation of the State Self-Esteem Scale. Personality and Individual Differences, 21(1), 85–90. https://doi.org/10.1016/0191-8869(96)83741-x DOI: https://doi.org/10.1016/0191-8869(96)83741-X
Lopes, G., Krohn, M. D., Lizotte, A. J., Schmidt, N. M., Vásquez, B. E., & Bernburg, J. G. (2012). Labeling and cumulative disadvantage: The impact of formal police intervention on life chances and crime during emerging adulthood. Crime & Delinquency, 58, 456–488. https://doi.org/10.1177/0011128712436414 DOI: https://doi.org/10.1177/0011128712436414
Losel, F., & Bliesener, T. (1994). Some high-risk adolescents do not develop conduct problems: A study of protective factors. International Journal of Behavioral Development, 17, 753–777. https://doi.org/10.1177/016502549401700411 DOI: https://doi.org/10.1177/016502549401700411
Lund, N. L., & Salary, H. M. (1980). Measured self-concept in adjudicated juvenile offenders. Adolescence, 15(57), 65–74. Retrieved from https://www.abe.pl/en/journal/346
/adolescence-san-diego
Mahler, A., Fine, A., Frick, P. J., Steinberg, L., & Cauffman, E. (2017). Expecting the unexpected? Expectations for future success among adolescent first‐time offenders. Child Development, 89, e535–e551. https://doi.org/10.1111/cdev.12977 DOI: https://doi.org/10.1111/cdev.12977
Malmgren, K. W., & Leone, P. E. (2000). Effects of a short-term auxiliary reading program on the reading skills of incarcerated youth. Education & Treatment of Children, 23, 239–247. Retrieved from https://psycnet.apa.org/
Marsh, H. W. (1990). The structure of academic self-concept: The Marsh/Shavelson model. Journal of Educational Psychology, 82(4), 623. https://doi.org/10.1037//0022-0663.82.4 DOI: https://doi.org/10.1037/0022-0663.82.4.623
.623
Martin, A. J. (2013). Academic buoyancy and academic resilience: Exploring “everyday” and “classic” resilience in the face of academic adversity. School Psychology International, 34, 488–500. https://doi.org/10.1177/0143034312472759 DOI: https://doi.org/10.1177/0143034312472759
Martin, W. E., & Bridgmon, K. D. (2012). Quantitative and statistical research methods: From hypothesis to results (Vol. 42). Wiley.
Mathur, S. R., & Schoenfeld, N. (2010). Effective instructional practices in juvenile justice facilities. Behavioral Disorders, 36(1), 20–27. https://doi.org/10.1177 DOI: https://doi.org/10.1177/019874291003600103
/019874291003600103
McCart, M. R., & Sheidow, A. J. (2016). Evidence-based psychosocial treatments for adolescents with disruptive behavior. Journal of Clinical Child & Adolescent Psychology, 45(5), 529–563. https://doi.org/10.1080/15374416.2016.1146990 DOI: https://doi.org/10.1080/15374416.2016.1146990
Meuleman, B., Loosveldt, G., & Emonds, V. (2015). Regression analysis: Assumptions and diagnostics. In H. Best & C. Wolf (Eds.), The Sage handbook of regression analysis and causal inference (pp. 83–111). Sage. DOI: https://doi.org/10.4135/9781446288146.n5
Mohanty, A., & Nanda, H. (2018). Emotional intelligence and juvenile delinquency: A nexus with crime. Indian Journal of Public Health Research & Development, 9(1), 93–97. https://doi.org/10.5958/0976-5506.2018.00018.9 DOI: https://doi.org/10.5958/0976-5506.2018.00018.9
Moncrieff, D., Miller, E., & Hill, E. (2018). Screening tests reveal high risk among adjudicated adolescents of auditory processing and language disorders. Journal of Speech, Language, and Hearing Research, 61, 924–935. https://doi.org/10.1044/2017_jslhr-h-17-0098 DOI: https://doi.org/10.1044/2017_JSLHR-H-17-0098
O’Brien, D., & Scott, P. S. (2012). Correlation and regression. In H. Chem (Ed.), Approaches to quantitative research—A guide for dissertation students (pp. 1–16). Oak Tree Press.
Osborne, J. W., & Waters, E. (2002). Multiple regression assumptions. Retrieved from https://
files.eric.ed.gov/fulltext/ED470205.pdf
Padilla-Walker, L. M., Memmott-Elison, M. K., & Coyne, S. M. (2017). Associations between prosocial and problem behavior from early to late adolescence. Journal of Youth and Adolescence, 47(5), 1–15. https://doi.org/10.1007/s10964-017-0736-y DOI: https://doi.org/10.1007/s10964-017-0736-y
Pechorro, P., Seto, M. C., Ray, J. V., Alberto, I., & Simões, M. R. (2019). A prospective study on self-reported psychopathy and criminal recidivism among incarcerated male juvenile offenders. International Journal of Offender Therapy and Comparative Criminology, 63, 2383–2405. https://doi.org/10.1177/0306624x19849569 DOI: https://doi.org/10.1177/0306624X19849569
Pratt, T. C., Cullen, F. T., Sellers, C. S., Winfree, L. T., Jr., Madensen, T. D., Daigle, L. E., . . . Gau, J. M. (2010). The empirical status of social learning theory: A meta‐analysis. Justice Quarterly, 27, 765–802. https://doi.org/10.1080/07418820903379610 DOI: https://doi.org/10.1080/07418820903379610
Pytash, K. E., & Kosko, K. W. (2020). Instruction matters: Pedagogical approaches to increase engagement in a juvenile detention center. Journal of Education for Students Placed at Risk, 1-16. https://doi.org/10.1080/10824669.2020.1806068 DOI: https://doi.org/10.1080/10824669.2020.1806068
Quinn, M. M., Rutherford, R., & Leone, P. (2001). Students with disabilities in correctional facilities. Retrieved from https://files.eric.ed.gov/fulltext/ED461958.pdf
Quinn, M. M., Rutherford, R. B., Leone, P. E., Osher, D. M., & Poirier, J. M. (2005). Youth with disabilities in juvenile corrections: A national survey. Exceptional Children, 71, 339–345. https://doi.org/10.1177/001440290507100308 DOI: https://doi.org/10.1177/001440290507100308
Raftery-Helmer, J. N., & Grolnick, W. S. (2018). Parent and teacher effects on academic coping and classroom engagement: Testing a motivational model. Motivation and Emotion, 42(5), 1–15. https://doi.org/10.1007/s11031-018-9676-4 DOI: https://doi.org/10.1007/s11031-018-9676-4
Ray, J. V., Thornton, L. C., Frick, P. J., Steinberg, L., & Cauffman, E. (2016). Impulse control and callous–unemotional traits distinguish patterns of delinquency and substance use in justice involved adolescents: Examining the moderating role of neighborhood context. Journal of Abnormal Child Psychology, 44, 599–611. https://doi.org/10.1007/s10802-015 DOI: https://doi.org/10.1007/s10802-015-0057-0
-0057-0
Rendell, L., Fogarty, L., Hoppitt, W. J., Morgan, T. J., Webster, M. M., & Laland, K. N. (2011). Cognitive culture: Theoretical and empirical insights into social learning strategies. Trends in Cognitive Sciences, 15(2), 68–76. https://doi.org/10.1016/j.tics.2010.12.002 DOI: https://doi.org/10.1016/j.tics.2010.12.002
Reynolds, A. D., & Crea, T. M. (2015). Peer influence processes for youth delinquency and depression. Journal of Adolescence, 43, 83–95. https://doi.org/10.1016/j.adolescence DOI: https://doi.org/10.1016/j.adolescence.2015.05.013
.2015.05.013
Rice, H. M., Musil, C., Kretschmar, J., & Warner, C. (2018). Neighborhood disorganization, social support, substance use and functioning amongst adolescents; an analysis of the Ohio Behavioral Health Juvenile Justice Initiative. Journal of Adolescent Health, 62(2), S56–S57. https://doi.org/10.1016/j.jadohealth.2017.11.115 DOI: https://doi.org/10.1016/j.jadohealth.2017.11.115
Ritchie, S. J., & Bates, T. C. (2013). Enduring links from childhood mathematics and reading achievement to adult socioeconomic status. Psychological Science, 24(7), 1301–1308. https://doi.org/10.1177/0956797612466268 DOI: https://doi.org/10.1177/0956797612466268
Robison, S., Jaggers, J., Rhodes, J., Blackmon, B. J., & Church, W. (2017). Correlates of educational success: Predictors of school dropout and graduation for urban students in the deep South. Children and Youth Services Review, 73, 37–46. https://doi.org/10.1016/j DOI: https://doi.org/10.1016/j.childyouth.2016.11.031
.childyouth.2016.11.031 DOI: https://doi.org/10.1088/1475-7516/2016/11/031
Sampson, R. J., & Laub, H. J. (2003). Life-course desisters? Trajectories of crime among delinquent boys followed to age 70. Criminology, 41, 555–592. https://doi.org/10.1111/j DOI: https://doi.org/10.1111/j.1745-9125.2003.tb00997.x
.1745-9125.2003.tb00997.x
Sedlak, A. J., & Bruce, C. (2016). Survey of youth in residential placement: Youth’s characteristics and backgrounds (SYRP Report). Retrieved from https://www.ncjrs.gov
/pdffiles1/ojjdp/grants/250753.pdf
Søndenaa, E., Wangsholm, M., & Roos, E. (2016). Case characteristics of prisoners with communication problems. Open Journal of Social Sciences, 4(04), 31. https://doi.org/10 DOI: https://doi.org/10.4236/jss.2016.44005
.4236/jss.2016.44005
Soper, D. S. (2019). A-priori sample size calculator for multiple regression [Software]. Retrieved from http://www.danielsoper.com/statcalc
Stams, G. J., Brugman, D., Deković, M., Van Rosmalen, L., Van Der Laan, P., & Gibbs, J. C. (2006). The moral judgment of juvenile delinquents: A meta-analysis. Journal of Abnormal Child Psychology, 34, 692–708. https://doi.org/10.1007/s10802-006-9056-5 DOI: https://doi.org/10.1007/s10802-006-9056-5
Stankov, L., & Lee, J. (2014). Quest for the best non-cognitive predictor of academic achievement. Educational Psychology, 34(1), 1–8. https://doi.org/10.1080/01443410 DOI: https://doi.org/10.1080/01443410.2013.858908
.2013.858908
Suitts, S. (2014). Just learning: The imperative to transform the juvenile justice systems into effective educational systems. Retrieved from http://www.southerneducation.org/Our
-Strategies/Research-and-Publications/Just-Learning.aspx
Susperreguy, M. I., Davis‐Kean, P. E., Duckworth, K., & Chen, M. (2018). Self‐concept predicts academic achievement across levels of the achievement distribution: Domain specificity for math and reading. Child Development, 89, 2196–2214. https://doi.org/10.1111/cdev DOI: https://doi.org/10.1111/cdev.12924
.12924
Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate statistics (Vol. 5). Pearson.
Tatar, I. I., Joseph, R., Cavanagh, C., & Cauffman, E. (2016). The importance of (anti)social influence in serious juvenile offenders with psychopathic traits. Psychology, Public Policy, and Law, 22(1), 92. https://doi.org/10.1037/law0000074 DOI: https://doi.org/10.1037/law0000074
Trzesniewski, H., Donnellan, M. B., Moffitt, T. E., Robins, R. W., Poulton, R., & Caspi, A. (2006). Low self-esteem during adolescence predicts poor health, criminal behavior, and limited economic prospects during adulthood. Developmental Psychology, 42, 381–390. https://doi.org/10.1037/0012-1649.42.2.381 DOI: https://doi.org/10.1037/0012-1649.42.2.381
Twomey, K. (2008). The right to education in juvenile detention under state constitutions. Virginia Law Review, 94, 765–811. Retrieved from http://www.virginialawreview.org/
Vaughn, M. G., DeLisi, M., Beaver, K. M., Wexler, J., Barth, A., & Fletcher, J. (2011). Juvenile psychopathic personality traits are associated with poor reading achievement. Psychiatric Quarterly, 82(3), 177–190. https://doi.org/10.1007/s11126-010-9162-y DOI: https://doi.org/10.1007/s11126-010-9162-y
Vaughn, M. G., Salas-Wright, C. P., DeLisi, M., Maynard, B. R., & Boutwell, B. (2015). Prevalence and correlates of psychiatric disorders among former juvenile detainees in the United States. Comprehensive Psychiatry, 59, 107–116. https://doi.org/10.1016/j DOI: https://doi.org/10.1016/j.comppsych.2015.02.012
.comppsych.2015.02.012 DOI: https://doi.org/10.1088/1475-7516/2015/02/012
Walden, A. L., Stancil, N., & Verona, E. (2019). Reaching underserved youth: A pilot implementation of a skills-based intervention in short-term juvenile detention. Journal of Prevention & Intervention in the Community, 47(2), 90-103. https://doi.org/10.1080/10852352.2019.1582147 DOI: https://doi.org/10.1080/10852352.2019.1582147
Walters, G. D. (2016). Reflected appraisals and self-view in delinquency development: An analysis of retrospective accounts from members of the Racine birth cohorts. Journal of Criminal Justice, 47, 100–107. https://doi.org/10.1016/j.jcrimjus.2016.07.004 DOI: https://doi.org/10.1016/j.jcrimjus.2016.07.004
Walters, G. D. (2020). Desistance and identity: Do reflected appraisals as a delinquent impede the crime-reducing effects of the adolescent-to-adult transition? Criminal Justice Review. https://doi.org/10.1177%2F0734016819899133
Ward, S., & Williams, J. (2015). Does juvenile delinquency reduce educational attainment? Journal of Empirical Legal Studies, 12, 716–756. https://doi.org/10.1111/jels.12090 DOI: https://doi.org/10.1111/jels.12090
Warnick, K., & Caldarella, P. (2015). Using multisensory phonics to foster reading skills of adolescent delinquents. Reading & Writing Quarterly, 32, 317–335. https://doi.org/10 DOI: https://doi.org/10.1080/10573569.2014.962199
.1080/10573569.2014.962199
Welty, L. J., Harrison, A. J., Abram, K. M., Olson, N. D., Aaby, D. A., McCoy, K. P., . . . Teplin, L. A. (2016). Health disparities in drug- and alcohol-use disorders: A 12-year longitudinal study of youths after detention. American Journal of Public Health, 106, 872–880. https://doi.org/10.2105/ajph.2015.303032 DOI: https://doi.org/10.2105/AJPH.2015.303032
Wheldall, K., & Watkins, R. (2004). Literacy levels of male juvenile justice detainees. Educational Review, 56(1), 3–11. https://doi.org/10.1080/0013191032000152237 DOI: https://doi.org/10.1080/0013191032000152237
Williams, J. L., Wexler, J., Roberts, G., & Carpenter, C. (2011). Intensive reading instruction in juvenile correctional settings. Exceptionality, 19, 238–251. https://doi.org/10.1080 DOI: https://doi.org/10.1080/09362835.2011.614499
/09362835.2011.614499
Winfree, L. T., Jr. (2015). Social learning theory and delinquent behavior: Past, present, and future investigations. In M. D. Krohn & J. Lane (Eds.), The handbook of juvenile delinquency and juvenile justice (pp. 257–273). https://doi.org/10.1002/9781118513217 DOI: https://doi.org/10.1002/9781118513217.ch17
.ch17
Wood, R., Wood, A., & Mullins, D. (2008). Back to school: Recommendations to assist mentally ill, post-incarcerated youth return to school. Journal of School Health, 78, 514–517. https://doi.org/10.1111/j.1746-1561.2008.00337.x DOI: https://doi.org/10.1111/j.1746-1561.2008.00337.x
Zimmerman, B. J. (2013). Theories of self-regulated learning and academic achievement: An overview and analysis. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning and academic achievement (pp. 10–45). Routledge. DOI: https://doi.org/10.4324/9781410601032
Zinkus, P. W., & Gottlieb, M. I. (1978). Learning disabilities and juvenile delinquency: Failure to recognize the impact of academic underachievement on family and peer relationships and on the developing self-concept of the individual may result ultimately as disturbed adolescent behaviors and juvenile delinquency. Clinical Pediatrics, 17, 775–780. https:// DOI: https://doi.org/10.1177/000992287801701011
doi.org/10.1177/000992287801701011
Downloads
Published
Issue
Section
License
Copyright (c) 2021 David Coker
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author for more visit Copyright & License.
How to Cite
Accepted 2021-03-01
Published 2021-03-01
