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).