Success in School for Justice-Involved Girls: Do Specific Aspects of Developmental Immaturity Matter?
| Autor: | Emily Haney-Caron, Naomi E. Goldstein, Kathleen Kemp, Christy Giallella, Christina L. Riggs Romaine |
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| Rok vydání: | 2016 |
| Předmět: |
education.field_of_study
05 social sciences Population 050109 social psychology Academic achievement Verbal reasoning Article Pathology and Forensic Medicine Developmental psychology Psychiatry and Mental health Intervention (counseling) Juvenile 0501 psychology and cognitive sciences Truancy Justice (ethics) Pshychiatric Mental Health Construct (philosophy) education Psychology 050104 developmental & child psychology |
| Zdroj: | International Journal of Forensic Mental Health. 15:65-80 |
| ISSN: | 1932-9903 1499-9013 |
| DOI: | 10.1080/14999013.2015.1134724 |
| Popis: | Developmental immaturity (DI) may help explain some of the variability in aspects of academic achievement among girls in the juvenile justice system, a population with high rates of truancy, dropout, and school failure. This study examined the relationships among the decision making and independent functioning components of DI, verbal intelligence, and academic achievement within this population. Using data from 60 girls in residential juvenile justice facilities, multiple regression analyses indicated that verbal IQ moderated the relationship between the DI construct of decision making and academic achievement. Self-reported school attendance and number of previous arrests did not significantly mediate the relationship between DI and academic achievement. These results may indicate that the decision-making factor of DI may be particularly important, and, if results are replicated, future intervention efforts could focus more on improving this skill within this juvenile justice population. Additionally, the overall importance of the full DI construct is an important area of future study. |
| Databáze: | OpenAIRE |
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