Abstract
This study uses an ecological framework to examine how adolescents' perceptions of school climate in 6th grade covary with the probability and frequency of their engagement in problem behaviors in 7th and 8th grades. Tobit analysis was used to address the issue of having a highly skewed outcome variable with many zeros and yet account for censoring. The 677 participating students from 8 schools were followed from 6(th) through 8(th) grade. The proportions of students reporting a positive school climate perception decreased over the middle school years for both genders, while the level of problem behavior engagement increased. The findings suggested that students who perceived higher levels of school discipline and order, or more positive student-teacher relationships were associated with lower probability and frequency of subsequent behavioral problems.
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