Abstract
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.
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Received Ph.D. in social psychology from the University of Michigan. Current research interests include survey methodology; alienation and involvement in high school; social roles and mental health; and person-environment fit.
Received Ph.D. in social psychology from the University of Nebraska—Lincoln. Current research interests include attitudes, values, social cognition, and research methodology.
Received M.A. in clinical psychology from the University of Michigan. Current research interests include the development and treatment of aggressive and deviant behavior in adolescence and socialization experiences in high school.
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Kulka, R.A., Kahle, L.R. & Klingel, D.M. Aggression, deviance, and personality adaptation as antecedents and consequences of alienation and involvement in high school. J Youth Adolescence 11, 261–279 (1982). https://doi.org/10.1007/BF01537471
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DOI: https://doi.org/10.1007/BF01537471