Abstract
This research examines the extent to which individual- and school-level factors explain variation in school misbehavior among a nationally representative sample of high school students. The results reveal that higher levels of school attachment, school commitment, and belief in school rules are associated with lower levels of misbehavior in school, net of family and peer influences. With regard to school climate, larger schools in urban areas explain variations in school misbehavior. Overall, the results suggest that individual- and school-level covariates should be included in the study of school misbehavior.
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