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The Role of Violent and Nonviolent Delinquent Behavior in Educational Attainment.

ABSTRACT: Given large variations in the etiology and developmental trajectories of violent and nonviolent delinquency, this study examines whether educational outcomes of violent and nonviolent offenders might differ. In particular, this study attempts to remove environmental influences such as family background and neighborhood effects from the effects of delinquency because these factors are likely to differentially confound the effects of violent and nonviolent delinquency on educational attainment. By exploiting variation within sibling pairs, this study finds that the effects of engagement in violent delinquency on education is driven spuriously by shared family background, whereas the effects of nonviolent delinquency are quite robust to adjustment for family fixed effects. Moreover, relying on fixed effects estimates, this study finds that the effects of engagement in nonviolent delinquent activity on educational attainment occur in part through disruption of educational progress, rather than through institutional responses to student delinquency and social-psychological processes.

SUBMITTER: Kim J

PROVIDER: S-EPMC8075283 | biostudies-literature |

REPOSITORIES: biostudies-literature

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THE IOWA GAMBLING TASK IN VIOLENT AND NONVIOLENT INCARCERATED MALE ADOLESCENTS.

Project description:Previous studies have found impaired affective decision-making, as measured by the Iowa Gambling Task (IGT), in various antisocial populations. This is the first study to compare the IGT in violent and nonviolent incarcerated American youth. The IGT was administered to 185 incarcerated adolescent male offenders charged with either nonviolent (38.4%) or violent (61.6%) crimes. General linear mixed models and t tests were used to assess differences between the groups. The full sample performed worse than if they had selected from the decks at random. The violent offenders performed more poorly than the nonviolent offenders overall, primarily because they preferred "disadvantageous" Deck B to a greater degree; however, they did demonstrate some degree of learning by the final block of the task. Adolescent offenders demonstrate impaired affective decision-making. Behavior suggested preferential attention to frequency of loss and amount of gain and inattention to amount of loss.

| S-EPMC7518041 | biostudies-literature

Child and adolescent risk factors that differentially predict violent versus nonviolent crime.

Project description:While most research on the development of antisocial and criminal behavior has considered nonviolent and violent crime together, some evidence points to differential risk factors for these separate types of crime. The present study explored differential risk for nonviolent and violent crime by investigating the longitudinal associations between three key child risk factors (aggression, emotion dysregulation, and social isolation) and two key adolescent risk factors (parent detachment and deviant peer affiliation) predicting violent and nonviolent crime outcomes in early adulthood. Data on 754 participants (46% African American, 50% European American, 4% other; 58% male) oversampled for aggressive-disruptive behavior were collected across three time points. Parents and teachers rated aggression, emotion dysregulation, and social isolation in fifth grade (middle childhood, age 10-11); parents and youth rated parent detachment and deviant peer affiliation in seventh and eighth grade (early adolescence, age 12-14) and arrest data were collected when participants were 22-23 years old (early adulthood). Different pathways to violent and nonviolent crime emerged. The severity of child dysfunction in late childhood, including aggression, emotion dysregulation, and social isolation, was a powerful and direct predictor of violent crime. Although child dysfunction also predicted nonviolent crime, the direct pathway accounted for half as much variance as the direct pathway to violent crime. Significant indirect pathways through adolescent socialization experiences (peer deviancy) emerged for nonviolent crime, but not for violent crime, suggesting adolescent socialization plays a more distinctive role in predicting nonviolent than violent crime. The clinical implications of these findings are discussed.

| S-EPMC5640463 | biostudies-literature

Neural response to aggressive and positive interactions in violent offenders and nonviolent individuals.

Project description:BackgroundDue to its severe negative consequences, human violence has been targeted by a vast number of studies. Yet, neurobiological mechanisms underlying violence are still widely unclear and it seems necessary to aim for high ecological validity to learn about mechanisms contributing to violence in real life.MethodsThe present functional magnetic resonance imaging (fMRI) study investigated the neurofunction of individuals with a history of violent offenses compared with that of controls using a laboratory paradigm requesting individuals to empathically engage in videos depicting provocative aggressive and positive social interactions from a first-person perspective.ResultsThe contrast of aggressive vs. positive scenarios revealed midbrain activation patterns associated with caudal periaqueductal gray (PAG) in violent offenders; In controls, the rostral PAG was involved. Additionally, only in controls, this contrast revealed an involvement of the amygdaloidal complex. Moreover, in violent offenders the contrast of positive vs. aggressive situations revealed an involvement of areas in the insula, post-central gyrus and anterior cingulate cortex.ConclusionsOur results support findings on the differential role of PAG subdivisions in response to threat and point to altered processing of positive social interactions in violent offenders. They further support the notion that changes in PAG recruitment might contribute to violent individuals "taking action" instead of freezing in case of threatening situations.

| S-EPMC8671790 | biostudies-literature

Sexual orientation disparities in mental health: the moderating role of educational attainment.

Project description:Mental health disparities between sexual minorities and heterosexuals remain inadequately understood, especially across levels of educational attainment. The purpose of the present study was to test whether education modifies the association between sexual orientation and mental disorder.We compared the odds of past 12-month and lifetime psychiatric disorder prevalence (any Axis-I, any mood, any anxiety, any substance use, and comorbidity) between lesbian, gay, and bisexual (LGB) and heterosexual individuals by educational attainment (those with and without a bachelor's degree), adjusting for covariates, and tested for interaction between sexual orientation and educational attainment. Data are drawn from the National Epidemiologic Survey on Alcohol and Related Conditions, a nationally representative survey of non-institutionalized US adults (N = 34,653; 577 LGB).Sexual orientation disparities in mental health are smaller among those with a college education. Specifically, the disparity in those with versus those without a bachelor's degree was attenuated by 100 % for any current mood disorder, 82 % for any current Axis-I disorder, 76 % for any current anxiety disorder, and 67 % for both any current substance use disorder and any current comorbidity. Further, the interaction between sexual orientation and education was statistically significant for any current Axis-I disorder, any current mood disorder, and any current anxiety disorder. Our findings for lifetime outcomes were similar.The attenuated mental health disparity at higher education levels underscores the particular risk for disorder among LGBs with less education. Future studies should consider selection versus causal factors to explain the attenuated disparity we found at higher education levels.

| S-EPMC4145056 | biostudies-literature

Measuring Recent Apparent Declines In Longevity: The Role Of Increasing Educational Attainment.

Project description:Independent researchers have reported an alarming decline in life expectancy after 1990 among US non-Hispanic whites with less than a high school education. However, US educational attainment rose dramatically during the twentieth century; thus, focusing on changes in mortality rates of those not completing high school means looking at a different, shrinking, and increasingly vulnerable segment of the population in each year. We analyzed US data to examine the robustness of earlier findings categorizing education in terms of relative rank in the overall distribution of each birth cohort, instead of by credentials such as high school graduation. Estimating trends in mortality for the bottom quartile, we found little evidence that survival probabilities declined dramatically. We conclude that widely publicized estimates of worsening mortality rates among non-Hispanic whites with low socioeconomic position are highly sensitive to how educational attainment is classified. However, non-Hispanic whites with low socioeconomic position, especially women, are not sharing in improving life expectancy, and disparities between US blacks and whites are entrenched. Findings underscore the urgency of an agenda to equitably disseminate new medical technologies and to deepen knowledge of social determinants of health and how that knowledge can be applied, to promote the objective of achieving population health equity.

| S-EPMC4783133 | biostudies-literature

Parental incarceration in childhood and violent delinquent behaviors in adulthood: Race/ethnicity and sex differences

Project description: Not available

| S-EPMC11296732 | biostudies-literature

Early Childhood Behavior Problems and the Gender Gap in Educational Attainment in the United States.

Project description:Why do men in the United States today complete less schooling than women? One reason may be gender differences in early self-regulation and pro-social behaviors. Scholars have found that boys' early behavioral disadvantage predicts their lower average academic achievement during elementary school. In this study, I examine longer-term effects: do these early behavioral differences predict boys' lower rates of high school graduation, college enrollment and graduation, and fewer years of schooling completed in adulthood? If so, through what pathways are they linked? I leverage a nationally representative sample of children born in the 1980s to women in their early-to-mid-20s and followed into adulthood. I use decomposition and path analytic tools to show that boys' higher average levels of behavior problems at age 4 to 5 years help explain the current gender gap in schooling by age 26 to 29, controlling for other observed early childhood factors. In addition, I find that early behavior problems predict outcomes more for boys than for girls. Early behavior problems matter for adult educational attainment because they tend to predict later behavior problems and lower achievement.

| S-EPMC6208359 | biostudies-literature

Anger and depression among incarcerated male youth: Predictors of violent and nonviolent offending during adjustment to incarceration.

Project description:OBJECTIVE:Anger and depression are associated with a number of psychosocial problems, and their comorbidity may exacerbate maladjustment among incarcerated youth. The present study aims to identify whether anger and its different facets (cognitive, arousal, and behavioral), either independently or when conjoined with depressed mood, affects violent and nonviolent institutional infractions. METHOD:Male adolescents (14-17 years of age) were recruited within 48 hr of arrival at a juvenile detention facility and were administered psychometric measures of anger (Novaco Anger Scale) and depression (Center for Epidemiological Studies-Depression scale) at baseline, 1 month, and 2 months. Offending within the facility was assessed via self-report and institutional records. RESULTS:Controlling for prior offending and other background factors, individuals having high anger scores were more likely to offend over the 2-month period, compared to those with lower levels of anger. Novaco Anger Scale scores, especially the Behavioral facet, predicted both official- and self-reported (violent and nonviolent) institutional offending. There was evidence for the interaction of depression and anger at baseline predicting self-reported offending at 1 month only. CONCLUSIONS:Given that juveniles' self-report of emotional distress, particularly anger, is predictive of their violent and nonviolent infractions, focused intervention programs could reduce behavior problems during incarceration that add to juveniles' maladjustment and continued exposure to adversities. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

| S-EPMC6625829 | biostudies-literature

The role of literacy in the association between educational attainment and depressive symptoms.

Project description:There is a consistent association between education and depressive symptoms, but research on the mechanisms to explain this association remains limited. No study has formally evaluated the extent to which the association between education and depressive symptoms is mediated through a foundational skill such as literacy. Inverse odds ratio weighting (IORW) was used to estimate total, natural direct, and natural indirect effects in examining literacy as a mediator of the association between education and depressive symptoms. Health and Retirement Study participants born in the U.S. between 1900 and 1947 were interviewed biennially for up to 12 years (N = 16,718). Literacy was assessed with a brief vocabulary measure. Depressive symptoms were measured using the 8-item Centers for Epidemiologic Studies-Depression (CES-D) scale. Decomposition estimates were derived using regression analyses of repeated measures of depressive symptoms. Standard errors were obtained using a nonparametric bootstrap with the individual as the independent unit to account for dependence of observations within an individual. In a large cohort of older Americans, a one standard deviation difference in educational attainment (~ 3 years) was associated with a 0.35-point decrement in CES-D score (95% CI: -0.38, -0.32). This decrement represents a 0.22 standard deviation difference in depressive symptoms. Using IORW, the estimated effect of education on depressive symptoms mediated through literacy was -0.10 (95% CI: -0.18, -0.01), which represents 28% of the total effect. Education confers many benefits; as demonstrated by this study for depressive symptoms, one important benefit is literacy.

| S-EPMC5576514 | biostudies-literature

Childhood adversity and educational attainment: Evidence from Zambia on the role of personality.

Project description:IntroductionWe examine whether personality traits mediate the association between childhood adversity and educational attainment using longitudinal data from a cohort in Zambia.MethodsWe fit a structural equation model using data on three forms of childhood adversity-household poverty, stunting as a measure of chronic malnutrition, and death of a parent-and data on the "Big Five" personality traits and educational attainment assessed at 15 years of age.ResultsWe find that childhood poverty and death of a parent are associated with lower openness to experience. Furthermore, openness to experience mediates 93% of the negative association between death of a parent and school enrollment and 19% of the negative association between childhood poverty and enrollment.DiscussionOur findings reinforce a diverse and growing body of evidence linking childhood adversity to educational attainment while also placing it in a new light. Future work should continue to examine the biological and psychosocial pathways that determine openness to experience and other personality traits, as well as their role in shaping important life outcomes.

| S-EPMC9912843 | biostudies-literature

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