The role of self-regulation in academic and behavioral paths to a high school diploma
Publication: 2017. "Journal of Developmental and Life-Course Criminology" 3, 3: 304-325.
Identifier(s): Citation Key: 10228
DOI: https://doi.org/10.1007/s40865-017-0066-5
Publication type: Journal Article
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Abstract:
Purpose: This study’s goal was to examine academic and behavioral paths to obtaining a high school diploma. Methods: Data were drawn from a gender-balanced, ethnically diverse longitudinal sample of 808 youth from 18 Seattle public elementary schools serving high crime neighborhoods. Structural equation modeling was used to simultaneously estimate longitudinal academic and behavioral paths to a high school diploma. Results: Results showed support for an academic path whereby higher academic performance in middle school predicted higher academic performance in high school which, in turn, increased the likelihood of obtaining a high school diploma. Results also supported a unique behavioral path whereby poor self-regulation during middle school predicted increased antisocial behavior in high school which, in turn, reduced the likelihood of obtaining a high school diploma. A third path emerged showing that higher family socioeconomic resources directly increased the likelihood of obtaining a high school diploma after accounting for academic performance, poor self-regulation, antisocial behavior, poor family functioning, and school prosocial development. Mediation analyses showed that high school antisocial behavior was a mechanism connecting middle school self-regulation and obtaining a high school diploma.