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Top–Down Eco-Systems of Social Bonding on Juvenile Violent Behavior: Gender Sensitive Analysis

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Abstract

The aim of this study is to test a multifaceted model across gender, consisting of bonding systems in relation to violent behaviors of youth and explaining the relationships among them. The National Survey on Drug Use and Health in 2006 was the source of data. This paper reports findings of a study examining gender-sensitive models with adolescent violent behavior, by testing multiple bonding systems in the adolescents’ environment simultaneously with use of (1) bi-variate statistical test, (2) t test, and (3) estimation of the structural equation modeling among all the concepts of violent behavior and bonding systems for the whole juvenile sample and separated sample of male and female juveniles. Both peer bonding and school bonding have an effect in decreasing violent behavior of both male and female youth. However, some different bonding systems were found to be effective only for a certain gender, community bonding for male youths and parental bonding for female youths. The satisfactory model fit was confirmed with whole, male-only, and female-only samples, along with new findings of several male-only and one female-only significant causal linkage among bonding systems.

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Authors and Affiliations

  1. School of Social Work, University of Texas at Arlington, 211 S. Cooper Street, Arlington, TX, 76019, USA

    Chie Noyori-Corbett & Sung Seek Moon

Authors
  1. Chie Noyori-Corbett
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  2. Sung Seek Moon
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Corresponding author

Correspondence to Sung Seek Moon.

Appendix: Construction of Variables

Appendix: Construction of Variables

Violent Behavior (3 items)

Answers range: 0 (0 times) to 4 (10 or more times).

  1. 1.

    Times gotten into a serious fight at school.

  2. 2.

    Times taken part in groups fight.

  3. 3.

    Times attacked someone.

Parental Bonding (7 items)*

Answers range: 1 (Never) to 4 (Always).

  1. 1.

    In past year parents check your homework.

  2. 2.

    In past year parents provide help with homework.

  3. 3.

    In pat year parents make you do chores.

  4. 4.

    In past year parents limit the amount of time watched TV.

  5. 5.

    In past year parents limit the time go out with friends.

  6. 6.

    In past year parents let you know you’ve done a good job.

  7. 7.

    In past year parents tell proud of you for what you have done.

School Bonding (4 items)*

Answer range: 1 (Never) to 4 (Always).

  1. 1.

    Frequency youth felt school work meaningful in past 12 months.

  2. 2.

    Frequency teacher told doing a good job in past 12 months.

Answer range: 1 (Very unimportant) to 4 (Very important).

  1. 3.

    Things learned in the past 12 months are going to be important.

Answer range: 1 (Very boring) to 2 (Very interesting).

  1. 4.

    Courses at school in past 12 months are interesting.

Community Bonding (2 items)

  1. 1.

    Times participated in community activities in past 12 months.*

  2. 2.

    Times moved in the past 5 years.

Positive Peer Bonding (4 items)*

Answers range: 1 (Neither/Approve nor Disapprove) to 2 (strongly/Somewhat Disapprove).

  1. 1.

    Close friend’s feeling about your smoking.

  2. 2.

    Close friend’s feeling about your trying marijuana/hashish once or twice.

  3. 3.

    Close friend’s feeling about your using marijuana/hashish once a month or more.

  4. 4.

    Close friend’s feeling about your having an alcohol.

Religious Bonding (4 items)

Answer range: 1 (0 times) to 6 (More than 52 times).

  1. 1.

    Times participated religious services.

Answer range: 1 (strongly disagree) to 4 (strongly agree).

  1. 2.

    Religious beliefs are very important.

  2. 3.

    Religious beliefs influence decisions.

  3. 4.

    Importance of having friends share religious beliefs.

(*) These items were reversed in order for the purpose of analysis.

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Noyori-Corbett, C., Moon, S.S. Top–Down Eco-Systems of Social Bonding on Juvenile Violent Behavior: Gender Sensitive Analysis. Child Adolesc Soc Work J 30, 461–486 (2013). https://doi.org/10.1007/s10560-013-0299-z

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  • DOI: https://doi.org/10.1007/s10560-013-0299-z

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