An Investigation of Personality Traits in Relation to Adolescent School Absenteeism

We examined the Big Five personality traits of Agreeableness, Conscientiousness, Emotional Stability, Extraversion, and Openness, as well as four narrower traits of Aggression, Optimism, Tough-Mindedness, and Work Drive in relation to absences from school for middle- and high-school students. Participants were 248 seventh grade students, 321 tenth grade students, and 282 twelfth grade students. Most of the Big Five absence correlations were significant in the expected direction at all 3 grade levels. While Aggression, Optimism, Work Drive were significantly related to absences, only Work Drive added incremental variance to the prediction of absences beyond the Big Five traits. Study results were generally similar across grade levels. Findings were discussed in terms of dispositional absenteeism, the generalizability of the Big Five trait model, and the utility of more narrowband traits. Implications were drawn for early identification of absence-prone students and the precedent role of personality variables in school absence research on the effects of other variables, programs, and interventions.     

The State of Enslavement: the East European Substitute for the State of Nature

Comparing the Soviet-type political system before the emergence of independent groups and movements with the state of nature in the contractarian tradition indicates that both these conditions havecommon features. The situation under the Soviet-type system is reminiscent of the state of nature since it has a pre-political, analytical, as well as a normative character. However, the Fact that the condition under the Soviet-type system is real and the state of nature is fictive poses a challenge to social contract orthodoxy which exclusively ascribes the pre-political and normative components to the state of nature. This interpretation renders invalid the main argument of the critics of contractarianism: that social contract theory is based upon the fictive state of nature and, therefore, upon the concept of an abstract human nature. Moreover, under special circumstances, it permits us to consider social contract theory not only as normative but also as empirical     

Some Thoughts on Civil Society in Eastern Europe and the Lockean Contractarian Approach

Neither the concept of the totalitarian system nor the newly worked-out notion of 'socialist civil society' can express the social and political phenomenon of the rise and growth of independent groups and movements in Eastern Europe. Rather, it is suggested here that the Lockean contractarian approach should be used. This embraces mutually interacting ethical, empirical and analytic arguments which would take into consideration the state, the independent groups organized outside it, and the relationships between them. The utility of the model of the totalitarian state in understanding the origin of independent groups is discussed here. Lockean multidimensional individualism is suggested as a category expressing the political character of these groups, and Lockean teaching on absolute monarchy—a special form of the state of nature—is advanced as the means for analysing the relationship between these groups and the state of the Soviet type.     

Adolescents’ Experiences of Victimization: The Role of Attribution Style and Generalized Trust

Positive attribution style, negative attribution style, and generalized peer trust beliefs were examined as mediators in the relationship between adolescents’ peer victimization experiences and psychosocial and school adjustment. A total of 280 (150 female and 130 males, M_age = 13 years 4 months, SD_age = 1 year 1 month) adolescents completed measures of peer victimization, global self-worth, depressive symptoms, social confidence, school liking, loneliness, attribution styles, and generalized trust beliefs. Multigroup path analysis revealed that: (a) negative attribution style mediated the relationship between cyber victimization and school liking and depressive symptoms for males and females; (b) positive attribution style mediated the relationship between cyber victimization, school liking, global self-worth, and depressive symptoms for females; and (c) generalized peer trust beliefs mediated the relationship between social victimization, depressive symptoms, social confidence, and loneliness for females. Consequently, attribution style and generalized trust beliefs differentially influence the relationship between peer victimization and adjustment.     

The thin blue line in schools: New evidence on school-based policing across the U.S.

U.S. public school students increasingly attend schools with sworn law enforcement officers present. Yet little is known about how these school resource officers (SROs) affect school environments or student outcomes. Our study uses a fuzzy regression discontinuity (RD) design with national school-level data from 2014 to 2018 to estimate the impacts of SRO placement. We construct this discontinuity based on the application scores for federal school-based policing grants of linked police agencies. We find that SROs effectively reduce some forms of violence in schools, but do not prevent gun-related incidents. We also find that SROs intensify the use of suspension, expulsion, police referral, and arrest of students. These increases in disciplinary and police actions are consistently largest for Black students, male students, and students with disabilities.