Adolescent perspectives on schooling experiences: The interplay of risk and protective factors within their lives

Bower, Julie M., Carroll, Annemaree and Ashman, Adrian F. (2012) Adolescent perspectives on schooling experiences: The interplay of risk and protective factors within their lives. International Journal of Educational Research, 53 : 9-21.

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Author Bower, Julie M.
Carroll, Annemaree
Ashman, Adrian F.
Title Adolescent perspectives on schooling experiences: The interplay of risk and protective factors within their lives
Journal name International Journal of Educational Research  (ERA 2012 Listed)    (ERA 2010 Rank A*)   Check publisher's open access policy
Publication date 2012
Sub-type Article
Year available 2011
DOI 10.1016/j.ijer.2011.12.003
Volume number 53
ISSN 0145-9228; 0191-765X; 0883-0355; 1873-538X
Start page 9
End page 21
Total pages 13
Place of publication East Park, Kidlington, Oxford, U.K.
Publisher Pergamon
Collection year 2012
Language eng
Formatted abstract This research investigated relationships between risk and protective factors and school experiences for three adolescent groups (31 early-onset offenders who began offending before the age of 12, 36 late-onset offenders who began offending at or after 12 years, and 36 who were non-offenders) aged 12–18 years. Using a semi-structured interview and thematic data analysis, thought and social processes were investigated to determine how goal-setting, planning, self-reflection, and social competence build resilience within the domains of school, peers/leisure, and self. Overall, important differences in schooling experiences were reported, indicating that those with high risk- and low protective factors within these contexts were likely to lack connectedness, unlikely to have a positive self-concept, and likely to have disengaged from school.

Highlights: ► We compare youth perspectives of schooling across offender and non-offender groups. ► Highlighting individual strengths can assist learning and self-esteem. ► Positive self-concept and social skills protect against adverse outcomes. ► Schools need to develop self-regulation, social connection and interpersonal skills.
Keyword Adolescence
Risk factor
Protective factor
School
Self-regulation
Resilience
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article
Collections: Official 2013 Collection
School of Education Publications
 
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Created: Wed, 21 Mar 2012, 11:53:27 EST by Ms Dayna Smith on behalf of Centre for Youth Substance Abuse