Longitudinal Examination of Aggression and Study Skills From Middle to High School: Implications for Dropout Prevention

ABSTRACT BACKGROUND High school completion provides health and economic benefits. The purpose of this study is to describe dropout rates based on longitudinal trajectories of aggression and study skills using teacher ratings. METHODS The sample consisted of 620 randomly selected sixth graders. Every...

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Bibliographic Details
Published in:The Journal of school health 2018-03, Vol.88 (3), p.246-252
Main Authors: Orpinas, Pamela, Raczynski, Katherine, Hsieh, Hsien‐Lin, Nahapetyan, Lusine, Horne, Arthur M.
Format: Article
Language:English
Subjects:
Academic ability
Academic Support Services
adolescents
Aggression
Aggressive behavior
Aggressiveness
Aggressiveness (Psychology)
Behavior management
Behavior Modification
dropout
Dropout Prevention
Dropout Rate
Dropouts
Dropping out
Educational aspects
Grade 6
High School Students
Junior high school students
Longitudinal Studies
Middle and junior high school students
Middle School Students
Nursing
Prevention
Psychological aspects
Rating Scales
School dropouts
Student Behavior
Study Skills
teacher ratings
Teachers
Teaching methods
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Summary:ABSTRACT BACKGROUND High school completion provides health and economic benefits. The purpose of this study is to describe dropout rates based on longitudinal trajectories of aggression and study skills using teacher ratings. METHODS The sample consisted of 620 randomly selected sixth graders. Every year from Grade 6 to 12, a teacher completed a nationally normed behavioral rating scale. We used latent class mixture modeling to identify the trajectories. RESULTS Participants followed 3 trajectories of aggression (Low, Medium Desisting, and High Desisting) and 5 trajectories of study skills (Low, Average‐Low, Decreasing, Increasing, and High). Over three‐quarters of the sample were in stable trajectories of study skills over time. Most students in the High Desisting Aggression group were in the Low Study Skills group, and all students in the High Study Skills group were in the Low Aggression group. The overall dropout rate was 17%, but varied dramatically across combined aggression and study skills groups, ranging from 2% to 50%. CONCLUSIONS The results highlight the importance of early prevention that combines academic enhancement and behavioral management for reducing school dropout.
ISSN:0022-4391
1746-1561
DOI:10.1111/josh.12602