Adolescent deviance :why student role performance matters
The focus of this research project is on the relationship of student role performance and deviant behavior in adolescents. I use the Education Longitudinal Study of 2002 to analyze the relationship of the given alternative model across student role performance factors, school factors, and family factors. The first two hypotheses deal with the student role performance level, stating that males are more likely to be deviant than females, and students who are held back a grade are more likely to be deviant. The next two hypotheses deal with the school level, stating that students in schools with increased rules will more likely be deviant and higher teacher-student ratios will increase deviance. The final two hypotheses deal with the family level and state that as family SES increases, deviance decreases, and students in two-parent families will have less deviance than students in single-parent families. The results of the analyses revealed that the first set of hypotheses was supported. In the second set of hypotheses, the first hypothesis was supported, but the second hypothesis was not supported. The final set of hypotheses was supported. It was concluded that student role performance had a significant effect on deviance.
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