Thesis
The relationships between academic achievement and the independent functioning, emotion regulation, and decision making components of developmental immaturity among adolescent girls in residential juvenile justice
Master of Science (M.S.), Drexel University
Apr 2014
DOI:
https://doi.org/10.17918/etd-4470
Abstract
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 independent functioning, emotion regulation, and decision making components of DI, verbal intelligence (VIQ), and academic achievement among girls in residential juvenile justice facilities. Additionally, this study examined self-reported school attendance and number of previous arrests as possible mediators of the relationship between DI and academic achievement. Multiple regression analyses indicated that the DI construct of decision making moderated the relationship between VIQ and academic achievement. Research and policy implications for understanding predictors of academic success in this population are discussed, as are practical implications related to intervention efforts that incorporate the identified risk and protective factors.
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Details
- Title
- The relationships between academic achievement and the independent functioning, emotion regulation, and decision making components of developmental immaturity among adolescent girls in residential juvenile justice
- Creators
- Emily Hannah Haney-Caron - DU
- Contributors
- Naomi E. Goldstein (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Master of Science (M.S.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Resource Type
- Thesis
- Language
- English
- Academic Unit
- Psychological and Brain Sciences (Psychology); College of Arts and Sciences; Drexel University
- Other Identifier
- 4470; 991014632549604721