Research Triangle Institute, P.O. Box 12194, 27709, Research Triangle Park, North Carolina.
J Youth Adolesc. 1982 Jun;11(3):261-79. doi: 10.1007/BF01537471.
Alienation from, or involvement in, the social and educational systems of the high school are investigated in an effort to determine the extent that school experiences may influence aggressive and deviant behavior in school and personality styles or orientations. Drawing upon longitudinal data collected from 250 boys followed from grades 8 through 12, potential antecedent-consequence relationships between dimensions of alienation and involvement and these two basic types of student outcomes are examined by cross-lagged panel analyses. Differences between cross-lagged panel correlations provide evidence that student reactions and attachments to school manifest relationships with aggression, deviance, and personality, serving as both antecedents and consequences of these student adaptations. The major findings provide evidence that (1) boys who more frequently break school rules and engage in aggressive or deviant behavior may often come to have more negative attitudes toward school staff and less involvement in school; and (2) student involvement and participation in school life can influence certain aspects of adolescent personality. Possible evidence of reciprocal causation is presented and discussed, as are additional theoretical and methodological implications of the data.
本研究旨在探讨中学生与社会和教育体系的疏离或参与程度，以确定学校经历对学生在校内的攻击性行为、越轨行为以及人格类型或取向的影响程度。本研究通过对 250 名男生从 8 年级到 12 年级的纵向数据进行分析，采用交叉滞后面板分析方法，考察了疏离和参与维度与这两种基本学生成绩之间的潜在前因后果关系。交叉滞后面板相关系数的差异为学生对学校的反应和依恋与攻击性、越轨行为和人格之间的关系提供了证据，这些关系既是学生适应的前因，也是其后果。主要发现包括：（1）经常违反校规和表现出攻击性或越轨行为的男孩可能对学校教职员工持有更负面的态度，对学校的参与度也更低；（2）学生对学校生活的参与度和投入可以影响青少年人格的某些方面。本文还提出并讨论了可能存在的相互因果关系的证据，以及数据的其他理论和方法学意义。
