School of Social Welfare, University at Albany, 135 Western Avenue, Albany, NY 12222, USA.
J Interpers Violence. 2013 Jan;28(1):121-56. doi: 10.1177/0886260512448845. Epub 2012 Aug 7.
This study investigates whether positive educational experiences in midadolescence mitigate the impact of exposure to substantiated maltreatment and reduces young adult antisocial behavior. While there is theoretical and empirical support for the mediating or moderating role of educational experiences on maltreatment and antisocial outcomes, few prospective studies exist. In this exploratory study, data are from the Rochester Youth Development Study (RYDS), a longitudinal panel study of 1,000 adolescents. The original sample included 73% males, and 85% African American or Hispanic youth of whom about 20% were maltreated. Measures in this study are from a combination of interview data and official records collected through age 23. Outcomes include self-reported crime and violence, arrest, and partner violence perpetration. Educational variables include midadolescent self-report of high school graduation, educational aspiration, college expectation, school commitment, teacher attachment, self-reported grades, school GPA, attendance, and an additive index of all school assets. Multivariate path analysis controlled for gender, race/ethnicity, poverty, and early antisocial behavior. Path analysis examined whether educational experiences mediated the impact of maltreatment on antisocial outcomes. Although maltreatment was significantly predictive of criminal and violent behaviors, it only was weakly associated with educational experiences. The impact of maltreatment on arrest was weakly mediated (reduced) by educational GPA and by high school graduation. The additive index also mediated the impact of maltreatment on crime and violence. Maltreatment's impact on partner violence was also weakly mediated by school GPA. Interaction terms were used to test for moderation: only one significant effect was found: school GPA protects maltreated youth from perpetration of partner violence as young adults. Although there are few significant effects in a number of models, the research is consistent with a focus on promoting school achievement and completion among urban youth in general, in conjunction with addressing earlier antisocial behavior problems.
这项研究旨在探讨青少年中期积极的教育经历是否能减轻遭受证实虐待的影响，并降低年轻人的反社会行为。虽然理论和实证研究都支持教育经历在虐待和反社会结果中的中介或调节作用，但很少有前瞻性研究。在这项探索性研究中，数据来自罗彻斯特青年发展研究（RYDS），这是一项针对 1000 名青少年的纵向面板研究。原始样本包括 73%的男性和 85%的非裔美国或西班牙裔青年，其中约 20%遭受过虐待。本研究中的测量指标来自访谈数据和通过 23 岁收集的官方记录的组合。结果包括自我报告的犯罪和暴力行为、逮捕和伴侣暴力行为。教育变量包括青少年中期自我报告的高中毕业率、教育愿望、大学期望、学校承诺、教师依恋、自我报告的成绩、学校 GPA、出勤率和所有学校资产的综合指数。多元路径分析控制了性别、种族/族裔、贫困和早期反社会行为。路径分析检验了教育经历是否在虐待对反社会结果的影响中起中介作用。尽管虐待与犯罪和暴力行为显著相关，但与教育经历的相关性较弱。虐待对逮捕的影响被教育 GPA 和高中毕业率弱中介（减少）。综合指数也中介了虐待对犯罪和暴力的影响。虐待对伴侣暴力的影响也被学校 GPA 弱中介。使用交互项检验调节作用：只发现了一个显著效应：学校 GPA 保护受虐待的年轻人在成年后不会实施伴侣暴力。虽然在许多模型中都存在一些显著效应，但这项研究与一般关注促进城市青年学业成就和完成学业的研究一致，同时还需要解决早期的反社会行为问题。
