Ming-Te Wang , Juan Del Toro , Christina L. Scanlon , James P. Huguley
{"title":"学校停课对青少年课堂氛围认知和学习成绩的溢出效应","authors":"Ming-Te Wang , Juan Del Toro , Christina L. Scanlon , James P. Huguley","doi":"10.1016/j.jsp.2024.101295","DOIUrl":null,"url":null,"abstract":"<div><p>Proponents of exclusionary discipline claim that removing disruptive peers from the classroom benefits well-behaved students. Given educators' increasingly widespread use of suspensions in response to adolescents' minor behavioral infractions (e.g., dress code violations, backtalk), it is critical that we examine whether this theory translates into practice. Using two independent samples (Study 1: <em>N</em> = 1305 adolescents enrolled in 64 math classrooms; <em>M</em><sub>age</sub> = 13.00 years, range = 10–16; 53% White, 41% Black, 6% Other race; 50% girls; 64% economically disadvantaged. Study 2: <em>N</em> = 563 adolescents enrolled in 40 science classrooms; <em>M</em><sub>age</sub> = 12.83 years, range = 10–16; 55% White, 40% Black, 5% Other race; 51% girls; 62% economically disadvantaged), we adopted a two-study approach to examine the mediational role of classroom climate perceptions in the link between classroom-level suspension rates for minor infractions and adolescents' math and science achievement. Results indicated that high classroom-level rates of suspensions for minor infractions were associated with poor academic outcomes among suspended students as well as their non-suspended classmates. Students' classroom climate perceptions mediated the links between classroom suspension rates and non-suspended students' academic outcomes. Shifting away from strict and punitive disciplinary schedules may grant school-based adults the ability to create classroom climates more attuned to adolescents' developmental and learning needs.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":3.8000,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The spillover effect of school suspensions on adolescents' classroom climate perceptions and academic achievement\",\"authors\":\"Ming-Te Wang , Juan Del Toro , Christina L. Scanlon , James P. Huguley\",\"doi\":\"10.1016/j.jsp.2024.101295\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Proponents of exclusionary discipline claim that removing disruptive peers from the classroom benefits well-behaved students. Given educators' increasingly widespread use of suspensions in response to adolescents' minor behavioral infractions (e.g., dress code violations, backtalk), it is critical that we examine whether this theory translates into practice. Using two independent samples (Study 1: <em>N</em> = 1305 adolescents enrolled in 64 math classrooms; <em>M</em><sub>age</sub> = 13.00 years, range = 10–16; 53% White, 41% Black, 6% Other race; 50% girls; 64% economically disadvantaged. Study 2: <em>N</em> = 563 adolescents enrolled in 40 science classrooms; <em>M</em><sub>age</sub> = 12.83 years, range = 10–16; 55% White, 40% Black, 5% Other race; 51% girls; 62% economically disadvantaged), we adopted a two-study approach to examine the mediational role of classroom climate perceptions in the link between classroom-level suspension rates for minor infractions and adolescents' math and science achievement. Results indicated that high classroom-level rates of suspensions for minor infractions were associated with poor academic outcomes among suspended students as well as their non-suspended classmates. Students' classroom climate perceptions mediated the links between classroom suspension rates and non-suspended students' academic outcomes. Shifting away from strict and punitive disciplinary schedules may grant school-based adults the ability to create classroom climates more attuned to adolescents' developmental and learning needs.</p></div>\",\"PeriodicalId\":48232,\"journal\":{\"name\":\"Journal of School Psychology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.8000,\"publicationDate\":\"2024-02-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of School Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0022440524000153\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, SOCIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of School Psychology","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0022440524000153","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, SOCIAL","Score":null,"Total":0}
The spillover effect of school suspensions on adolescents' classroom climate perceptions and academic achievement
Proponents of exclusionary discipline claim that removing disruptive peers from the classroom benefits well-behaved students. Given educators' increasingly widespread use of suspensions in response to adolescents' minor behavioral infractions (e.g., dress code violations, backtalk), it is critical that we examine whether this theory translates into practice. Using two independent samples (Study 1: N = 1305 adolescents enrolled in 64 math classrooms; Mage = 13.00 years, range = 10–16; 53% White, 41% Black, 6% Other race; 50% girls; 64% economically disadvantaged. Study 2: N = 563 adolescents enrolled in 40 science classrooms; Mage = 12.83 years, range = 10–16; 55% White, 40% Black, 5% Other race; 51% girls; 62% economically disadvantaged), we adopted a two-study approach to examine the mediational role of classroom climate perceptions in the link between classroom-level suspension rates for minor infractions and adolescents' math and science achievement. Results indicated that high classroom-level rates of suspensions for minor infractions were associated with poor academic outcomes among suspended students as well as their non-suspended classmates. Students' classroom climate perceptions mediated the links between classroom suspension rates and non-suspended students' academic outcomes. Shifting away from strict and punitive disciplinary schedules may grant school-based adults the ability to create classroom climates more attuned to adolescents' developmental and learning needs.
期刊介绍:
The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.