Educational Factors

  • School Bonding and School Orientation: Asks about school attendance and opinions of teachers
    • Adapted from: Eccles, J. S., Wigfield, A., & Schiefele, U., (1998). Motivation to succeed. In W. Damon (Series Ed.) and N. Eisenberg (Vol. Ed.), Handbook of child psychology (5th ed., Vol. III, pp. 1017-1095). New York: Wiley.
    • Cernkovich, S. & Giordano, P. (1992). School bonding, race and delinquency. Criminology, 30(2), 261-291.
  • Evaluation of School: Like the Evaluation of Living Situation scale, this 37-item scale attempts to address most of the domains that are impinged upon in incarceration settings (Privacy, Safety, Certainty, Assistance, Support, Activity, Autonomy) but be applicable to schools as well.
    • Adapted from: Gibbs, J. J. (1991). Environmental congruence and symptoms of psychopathology: A further exploration of the effects of exposure to the jail environment. Criminal Justice and Behavior, 18, 351-374. doi: 10.1177/0093854891018003007
  • School Misconduct: Misconduct questions assess the frequency of misbehavior in school (e.g. coming to class late, cheating), as well as history of detention, suspension, expulsion, fighting in school, bullying, and early school problems (before age 11).
    • Compiled based on a review of existing measures
  • School Performance and Extracurriculars: These questions assess the highest completed grade and the number of hours that youths typically spend during homework and other extracurricular activities.
    • Adapted from: Eccles, J. S., Wigfield, A., & Schiefele, U., (1998). Motivation to succeed. In W. Damon (Series Ed.) and N. Eisenberg (Vol. Ed.), Handbook of child psychology (5th ed., Vol. III, pp. 1017-1095). New York: Wiley.