School Experience During Adolescence: A Comparative Study Between Adolescent Offenders and Not Offenders

Jorge Luiz Da Silva,Marina Rezende Bazon

doi:10.1590/1413-82712018230304

Jorge Luiz Da Silva, Marina Rezende Bazon

Open Access

https://doi.org/10.1590/1413-82712018230304

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Journal: Psico-USF	Publication Date: Jul 1, 2018
Citations: 6	License type: cc-by

Affiliation: Universidade de Franca, Universidade de São Paulo

Abstract

Abstract This study aimed to test the school control model, inherent to the Social and Personal Control Theory, verifying which context variables and mechanisms would distinguish offender adolescents from non-offenders adolescents, aiming to understand their school experience. Sixty male adolescents (15 school-dropouts-offenders/15 student-offenders, 15 school-dropouts-non-offenders/15 students-non-offenders), aged 14 to 18 participated (M=16,6; SD=0,78). All responded a scale formulated in the light of the theoretical framework. Data were analyzed by the Kruskall-Wallis test, with Dunn post-test. The results showed that everyone would be to some extent vulnerable to negative school-experience, depending on the context variables, and also indicated that “performance” and “school-bond” would be more associated with school-dropout, while “school constraints” with involvement in infractions. The identification of these problematic aspects in the schooling of the offender adolescents helps to think about the interventions, in the socio-educational accompaniment, aiming at an adequate (re)insertion in the school.

Highlights

Schools are an important environment of socialization and learning for adolescents
Regarding the context variables, concerning “school record - delays/age-series delays,” it is emphasized that the two groups constituted by adolescent offenders presented the highest averages, and offender students (O-S) presented a higher number of failures, compared to O-Drop
Regarding the “performance,” the results showed that students (O-S and non-offender students (NO-S)), on average, perform better than the students (O-Drop and non-offenders who dropped out of school (NO-Drop))

Summary

Introduction

Schools are an important environment of socialization and learning for adolescents. At school, they invest a good part of their daily time, interacting with teachers and colleagues and participating in activities, Disponível em www.scielo.br which promotes cognitive, and social and emotional development (Calejon, 2017; Silva & Bazon, 2014). Adolescent offenders seem to have a predominantly negative school experience, which is reflected in poor performance and high dropout rate

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