The Development of a School Bond: Differences and Similarities for Early Aggressive Children Compared to Other Children

Jane B. Sprott, University of Guelph

ABSTRACT
Research has consistently identified school as a risk factor for later delinquency. That is, children who are not committed to, or interested in school are generally at higher risk for engaging in delinquency. What is less well researched is how a school bond develops and whether there are differences in this development between children displaying high levels of early aggressive behaviours and those who are not. Therefore, using two cycles of data from the Canadian National Longitudinal Survey of Children and Youth, this study investigates factors that are important for developing a strong school bond among children displaying early aggression and those who are not. The outcome measure - school bond - is assessed at cycle two using self-report information from the oldest children (age 12 and 13). The predictors - gathered at cycle one when the children were age 10 and 11 - include individual factors (e.g. school achievement, learning disabilities, hyperactivity, etc), school factors (e.g. school climate, discipline and vandalism problems, individual programming, etc) and environmental risks (e.g. neighbourhood problems, parenting styles, etc). Multiple regression analyses are preformed for both samples of children (early aggression and no early aggression) to explore differences in the factors most predictive of a strong school bond.

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Updated 05/20/2006