Investigating the Association Between Home-School Dissonance and Disruptive Classroom Behaviors for Urban Middle School Students

Journal of Early Adolescence

Volumn 38, Issue 4, 2018, Pages 530-553

  Tyler, Kenneth M ^a   Burris, Jennifer L ^a   Coleman, Sean T ^b  

^a UNIVERSITY OF KENTUCKY   (United States)

^b BOWIE STATE UNIVERSITY   (United States)

Author keywords

disruptive classroom behavior; home school dissonance; middle school students; structural equation modeling

Indexed keywords

ACADEMIC ACHIEVEMENT; ARTICLE; AVOIDANCE BEHAVIOR; DRUG EFFICACY; HUMAN; HUMAN EXPERIMENT; MAJOR CLINICAL STUDY; MEDIATOR; MIDDLE SCHOOL STUDENT; STRUCTURAL EQUATION MODELING;

EID: 85043598309     PISSN: 02724316     EISSN: 15525449     Source Type: Journal    
DOI: 10.1177/0272431616678987     Document Type: Article

References (49)

1. Ames C., (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271. doi:10.1037/0022-0663.84.3.261
2. Anderman E. M., Urdan T., Roeser R., (2003, March). The Patterns of Adaptive Learning Survey: History, development, and psychometric properties. Paper presented at the Indicators of Positive Development Conference, Washington, DC.
3. Arunkumar R., Midgley C., Urdan T., (1999). Perceiving high or low home-school dissonance: Longitudinal effects on adolescent emotional and academic well-being. Journal of Research on Adolescence, 9, 441-466. doi:10.1207/s15327795jra0904_4
4. Asparouhov T., (2005). Sampling weights in latent variable modeling. Structural Equation Modeling, 12, 411-434. doi:10.1207/s15328007sem1203_4
5. Bauermeister J. A., Zimmerman M. A., Barnett T. E., Caldwell C. H., (2007). Working in high school and adaptation in the transition to young adulthood among African American youth. Journal of Youth and Adolescence, 36, 877-890.
6. Bidell M. P., Deacon R. E., (2010). School counselors connecting the dots between disruptive classroom behavior and youth self-concept. Journal of School Counseling, 8. Retrieved from http://www.jsc.montana.edu/articles/v8n9.pdf
7. Bollen K. A., (1989). A new incremental fit index for general structural equation models. Sociological Methods & Research, 17, 303-316.
8. Bong M., (2009). Age-related differences in achievement goal differentiation. Journal of Educational Psychology, 101, 879-896. doi:10.1037/a0015945
9. Boykin A. W., Tyler K. M., Watkins-Lewis K., Kizzie K., (2006). Culture in the sanctioned classroom practices of elementary school teachers serving low-income African American students. Journal of Education for Students Placed at Risk, 11, 161-173. doi:10.1207/s15327671espr1102_3
10. Brophy J., (2005). Goal theorists should move on from performance goals. Educational Psychologist, 40, 167-176. doi:10.1207/s15326985ep4003_3
11. Brown-Wright L., Tyler K. M., Thomas D., Gadson N., Mulder S., Roan-Belle C... Stevens R., (2013). Investigating the link between home-school dissonance and academic cheating among high school students. Urban Education, 48, 314-333.
12. Brown-Wright L., Tyler K. M., Thomas D. M., Stevens-Watkins D., Roan-Belle C., Smith L., Stevens R., (2011). Examining the associations among home-school dissonance, amotivation and classroom disruptive behavior for urban high school students. Education and Urban Society, 45, 142-162. doi:10.1177/0042085912469203
13. Byrne B. M., (2010). Structural equation modeling with AMOS (2nd ed.). New York, NY: Routledge.
14. Cheema J. R., (2014). Some general guidelines for choosing missing data handling methods in educational research. Journal of Modern Applied Statistical Methods, 13, 53-75.
15. Cheung G. W., Lau R. S., (2008). Testing mediation and suppression effects of latent variables: Bootstrapping with structural equation models. Organizational Research Methods, 11, 296-325. doi:10.1177/1094428107300343
16. Cohen J., (1992). A power primer. Psychological Bulletin, 112, 155-159. doi:10.1037/0033-2909.112.1.155
17. DiLalla L. F., Mullineaux P. Y., (2008). The effect of classroom environment on problem behaviors: A twin study. Journal of School Psychology, 46, 107-129. doi:10.1016/j.jsp.2007.02.001
18. Finn J. D., Fish R. M., Scott L. A., (2008). Educational sequelae of high school misbehavior. The Journal of Educational Research, 101, 259-274. doi:10.3200/JOER.101.5.259-274
19. Fleming C. B., Catalano R. F., Mazza J. J., Brown E. C., Haggerty K. P., Harachi T. W., (2008). After-school activities, misbehavior in school, and delinquency from the end of elementary school through the beginning of high school: A test of social development model hypotheses. Journal of Early Adolescence, 28, 277-303. doi:10.1177/0272431607313589
20. Gay G., (2010). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.
21. Gu H., Lai S., Ye R., (2011). A cross-cultural study of student problem behaviors in middle school. School Psychology International, 32, 20-34.
22. Guardino C. A., Fullerton E., (2010). Changing behaviors by changing the classroom environment. Teaching Exceptional Children, 42(6), 8-13. doi:10.1177/004005991004200601
23. Hayes A. F., (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York, NY: Guilford Press.
24. Hulleman C. S., Schrager S. M., Bodmann S. M., Harackiewicz J. M., (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136, 422-449. doi:10.1037/a0018947
25. Kline R. B., (1998). Principles and practice of structural equation modeling. New York, NY: Guilford Press.
26. Kulinna P. H., Cothran D., Regualos R., (2003). Development of an instrument to measure student disruptive behavior. Measurement in Physical Education and Exercise Science, 7, 25-41. doi:10.1207/S15327841MPEE0701_3
27. Kumar R., (2006). Students’ experiences of home-school dissonance: The role of school academic culture and perceptions of classroom goal structures. Contemporary Educational Psychology, 31, 253-279. doi:10.1016/j.cedpsych.2005.08.002
28. Lau R. S., Cheung G. W., (2012). Estimating and comparing specific mediation effects in complex latent variable models. Organizational Research Methods, 15, 3-16. doi:10.1177/1094428110391673
29. Lee C. C., (2001). Culturally responsive school counselors and programs: Addressing the needs of all students. Professional School Counseling, 4, 257-261.
30. Linnenbrink-Garcia L., Middleton M. J., Ciani K. D., Easter M. A., O’Keefe P. A., Zusho A., (2012). The strength of the relation between performance-approach and performance-avoidance goal orientations: Theoretical, methodological, and instructional implications. Educational Psychologist, 47, 281-301. doi:10.1080/00461520.2012.722515
31. Little E., (2005). Secondary school teachers’ perceptions of students’ problem behaviors. Educational Psychology, 25, 369-377.
32. Midgley C., Kaplan A., Middleton M., Maehr M. L., Urdan T., Anderman.. Roeser R., (1998). The development and validation of scales assessing students’ achievement goal orientations. Contemporary Educational Psychology, 23, 113-131. doi:10.1006/ceps.1998.0965
33. Midgley C., Maehr M. L., Hruda L. Z., Anderman E., Anderman L., Freeman K. E., Urdan T., (2000). Manual for the Patterns of Adaptive Learning Scales. Ann Arbor: University of Michigan.
34. Murphy K. A., Theodore L. A., Aloiso D., Alric-Edwards J. M., Hughes T. L., (2007). Interdependent group contingency and mystery motivators to reduce preschool disruptive behaviors. Psychology in the Schools, 44, 53-74. doi:10.1002/pits.20205
35. Muthén L. K., Muthén B. O., (1998-2015). Mplus user’s guide (7th ed.). Los Angeles, CA: Author.
36. Myers S. S., Pianta R. C., (2008). Developmental commentary: Individual and contextual influences on student-teacher relationships and children’s early problem behaviors. Journal of Clinical Child & Adolescent Psychology, 37, 600-608. doi:10.1080/15374410802148160
37. Neal L. I., McCray A. D., Webb-Johnson G. C., (2001). Teachers’ reactions to African American students’ movement styles. Intervention in School and Clinic, 36, 168-174. doi:10.1177/105345120103600306
38. Powers C. J., Bierman K. L., The Conduct Problems Prevention Research Group. (2013). The multifaceted impact of peer relations on aggressive-disruptive behavior in early elementary school. Developmental Psychology, 49, 1174-1186. doi:10.1037/a0028400
39. Preacher K. J., Hayes A. F., (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879-891. doi:10.3758/BRM.40.3.879
40. Rubin D. B., (1987). Multiple imputation for nonresponse in surveys (Vol. 81). New York, NY: John Wiley.
41. Schafer J. L., (1997). Analysis of incomplete multivariate data. London, England: Chapman & Hall.
42. Stewart E. A., (2003). School social bonds, school climate, and school misbehavior: A multilevel analysis. Justice Quarterly, 20, 575-604. doi:10.1080/07418820300095621
43. Thalheimer W., Cook S., (2002, August). How to calculate effect sizes from published research articles: A simplified methodology. Retrieved from http://www.bwgriffin.com/gsu/courses/edur9131/content/Effect_Sizes_pdf5.pdf
44. Thomas D. E., Bierman K. L., Thompson C., Powers C. J., The Conduct Problems Prevention Research Group. (2008). Double jeopardy: Child and school characteristics that predict aggressive-disruptive behavior in first grade. School Psychology Review, 37, 516-532.
45. Thomas K. M., O’Bannon B. W., Bolton N., (2013). Cell phones in the classroom: Teachers’ perspective of inclusion, benefits, and barriers. Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and Applied Research, 30, 295-308. doi:10.1080/07380569.2013.844637
46. Tyler K. M., Boykin A. W., Miller O., Hurley E., (2006). Cultural values in the home and school experiences of low-income African-American students. Social Psychology of Education, 9, 363-380. doi:10.1007/s11218-006-9003-x
47. Tyler K. M., Dillihunt M. L., Boykin A. W., Coleman S. T., Scott D. M., Tyler C. M. B., Hurley E. A., (2008). Cultural socialization activities within African and European American families. Cultural Diversity & Ethnic Minority Psychology, 14, 201-204.
48. Tyler K. M., Uqdah A. L., Dillihunt M. L., Beatty-Hazelbaker R., Conner T., Gadson N. C... Stevens R., (2008). Cultural discontinuity: Towards the empirical inquiry of a major hypothesis in education. Educational Researcher, 37, 280-297.
49. Way S. M., (2011). School discipline and disruptive classroom behavior: The moderating effects of student perceptions. The Sociological Quarterly, 52, 346-375. doi:10.1111/j.1533-8525.2011.01210.x