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ERIC Number: EJ1168342
Record Type: Journal
Publication Date: 2018-Mar
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0022-4391
Longitudinal Examination of Aggression and Study Skills from Middle to High School: Implications for Dropout Prevention
Orpinas, Pamela; Raczynski, Katherine; Hsieh, Hsien-Lin; Nahapetyan, Lusine; Horne, Arthur M.
Journal of School Health, v88 n3 p246-252 Mar 2018
Background: High school completion provides health and economic benefits. The purpose of this study is to describe dropout rates based on longitudinal trajectories of aggression and study skills using teacher ratings. Methods: The sample consisted of 620 randomly selected sixth graders. Every year from Grade 6 to 12, a teacher completed a nationally normed behavioral rating scale. We used latent class mixture modeling to identify the trajectories. Results: Participants followed 3 trajectories of aggression ("Low," "Medium Desisting," and "High Desisting") and 5 trajectories of study skills ("Low," "Average-Low," "Decreasing," "Increasing," and "High"). Over three-quarters of the sample were in stable trajectories of study skills over time. Most students in the "High Desisting Aggression" group were in the "Low Study Skills" group, and all students in the "High Study Skills" group were in the "Low Aggression" group. The overall dropout rate was 17%, but varied dramatically across combined aggression and study skills groups, ranging from 2% to 50%. Conclusions: The results highlight the importance of early prevention that combines academic enhancement and behavioral management for reducing school dropout.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: National Center for Injury Prevention and Control (DHHS/CDC)
Authoring Institution: N/A
Grant or Contract Numbers: U81/CCU417778; R01CE001397; R49CE000562