NCJ Number
222086
Journal
Journal of School Violence Volume: 7 Issue: 1 Dated: 2008 Pages: 43-63
Date Published
2008
Length
21 pages
Annotation
This study investigated how family processes in the classroom norms influenced students’ employment of learning strategy in junior secondary schools in Hong Kong.
Abstract
The findings provide modest support for the hypotheses that the contribution of family processes in students' learning strategy was moderated by the social contexts of the classroom. Socioeconomic background contributed to students' learning strategy only for students in classrooms with a weak peer victimization norm. This finding confirms the person-context fit hypothesis that when the family ecology is inconsistent with the classroom ecology, the “fits” and “misfits” may influence the performance of students in schools. The impact of the classroom climate had a direct effect on students' use of learning strategy. A positive classroom climate tends to benefit everybody in the classroom regardless of their social background or family resources. Findings also show that peer victimization in the classroom has a direct impact on students' use of learning strategy, and it also has an indirect impact on students through the interaction with their social background. The data was collected from a large-scale research project on first and second learning in secondary schools in 1 of the 19 school districts in Hong Kong. The district was mainly populated by working class to lower-middle-class families. Tables, references