Post on 10-Jul-2015
Tindall & Stuckey-Mickell (2014). Transition to Middle School, School Culture, and Discipline History: An Exploratory Study MWERA Annual Meeting | November 14, 2014 | Evanston, IL Table 1: Descriptive Categories of Discipline Infractions
Category Name Description Associated Behaviors
Direct Aggressive/Coercive Actions
Overtly or intentionally harmful actions against others; involves social interactions; can be physical and/or verbal; actions intended to cause physical or emotional harm
Fighting; sexual misconduct (i.e., unacceptable touching, sexual references); bullying (harassment/coercion intimidation/ threats); extortion; physical assault or other volatile acts (e.g., threats, disorderly conduct against others); sexual offense (i.e., sexual act committed); serious bodily injury; use of firearms, weapons, explosives, incendiary device, or poison to cause bodily harm
Indirect Aggressive/Coercive Actions
Covertly or unintentionally harmful actions against others; could pose safety risk to self and/or others; could inadvertently result in physical or emotional harm, but this harm is not primary intention of action
Disruptive behavior; forgery/fraud/false identification; improper operation of a vehicle; school bus/ school vehicle disruption; insubordination; firearms look alike; theft; vandalism; trespassing; cheating/plagiarism; unauthorized or inappropriate use of internet, computers or computer software; use possession, sale and distribution of tobacco, alcohol, OR illicit drugs; arson; false fire alarm/ bomb threats; tampering with automated external defibrillator; possession, sale and/or distribution of a firearm, ammunition (or dangerous weapon other than a firearm),, explosives, incendiary device, or poison
Self-expressive/ Individualistic Actions
Actions reflect individual expression of language or personal presentation and conduct that may be considered inappropriate for the school setting; no intention of causing harm to others and does not result in any harm to others
Dress code violation; profanity; tardiness; absenteeism; truancy; electronic communication devices; gambling
Table 2: Infraction Severity/Count Coding Scheme
Category and Code Description
Mild Discipline History (Code 1)
5 or fewer Self-expressive/ individualistic actions
Moderate Discipline History (Code 2)
3 or fewer Indirect aggressive/ Coercive Actions or more than 5 Self-expressive/ individualistic actions
Mildly Severe/Infrequent Discipline History (Code 3)
1 Direct aggressive/ coercive action or more than 3 Indirect aggressive/ coercive actions and any number of self-expressive/individualistic actions
Severe/Less Frequent Discipline History (Code 4)
2 or fewer direct aggressive/ coercive actions and any number of indirect aggressive/ coercive actions and/or any number of self-expressive/ individualistic actions
Severe Persistent Discipline History (Code 5 )
3 or more Direct aggressive/ coercive actions and any number of indirect aggressive/ coercive actions and/or any number of self-expressive/ individualistic actions
Tindall & Stuckey-Mickell (2014). Transition to Middle School, School Culture, and Discipline History: An Exploratory Study MWERA Annual Meeting | November 14, 2014 | Evanston, IL
Table 4
Summary of Correlations: Discipline History and Selected Subscales on Sense of School Culture
Measure/Scale 1 2 3 4 5
1. Discipline History --- .298* .020 .504** .368*
2. Victimization at School --- --- .336* .362* .243
3. Loneliness at School --- --- --- .184 -.177
4. Misconduct at School --- --- --- --- .658**
5. Friends’ Misconduct at School --- --- --- --- ---
*Spearmon rho correlation is significant at the <. 05 level (1-tailed). **Spearmon rho correlation is significant at the <. 01 level (1-tailed).
To access full paper: http://www.slideshare.net/tstucmickell/mwera-2014-middleschoolschoolculturedisciplinefinalpaper Hillary Tindall, Graduate Student, Ed. Psychology, The Ohio State University | tindall.27@buckeyemail.osu.edu Dr. Tracey A. Stuckey-Mickell, Lecturer, Ed. Psychology/QREM, The Ohio State University | stuckey-mickell.1@osu.edu
Table 3
Summary of Correlations: Discipline History and Selected Subscales on Sense of School Culture
Measure/Scale 1. 2. 3. 4. 5. 6. 7. 8.
1. Discipline History --- -.334* .090 -.272 -.189 -.144 -.203 -.025
2. Sense of School Community – School Supportiveness (SS) --- --- .336* .809** .502** .402** .407** .243
3. Sense of School Community – Autonomy & Influence (AI)
--- --- --- .768** .353* .478** .478** -.108
4. Sense of School Community – TOTAL (SS/AI)
--- --- --- --- .571** .544** .597** .094
5. Liking for School --- --- --- --- --- .530** .478** .115
6. Trust in Teachers --- --- --- --- --- --- .779** -.105
7. Positive Student-Teacher Relations --- --- --- --- --- --- --- -.159
8. Positive Involvement in School Among Friends
--- --- --- --- --- --- --- ---
*Spearmon rho correlation is significant at the <. 05 level (1-tailed). **Spearmon rho correlation is significant at the <. 01 level (1-tailed).