The Effect of School Culture on Adolescent Behavioural Problems: SelfEsteem, Attachment to Learning, and Peer Approval of Deviance as Mediating Mechanisms
Bibliographic record
Abstract
Adopting a social ecological perspective, this study examined the role of adolescent personality and social traits as mediating mechanisms linking school culture with adolescent behavioural problems. Data were obtained from the self-reports of 1,100 grade nine students attending four southern Ontario high schools. Structural equation model results revealed that student exposure to an unfavourable school culture (marked by perceptions of low teacher and classmate support, student conflict, unfair school rules and disciplinary practices, and low student autonomy in school decision-making and affairs) was positively associated with low attachment to learning and peer approval of deviance each of which were positively associated with disciplinary problems, conduct disorder, oppositional-defiant disorder, attention-deficit hyperactivity, and substance use. Low self-esteem emerged as a significant mediator in two models. Significant direct effects of school culture were found for most outcomes. Discussion focused on the significance of study findings for future program development and research.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".