Abstract
Using a sample of middle and high school students who had been identified by school personnel as at risk of school failure, this investigation examines two competing models about the effects of students' perceptions of danger at school and teacher support on their sense of school coherence. From the compensatory model, it is assumed that risk and protective factors combine additively to influence outcomes. From the immunity model, it is assumed that protective factors buffer or moderate the negative effects of risk factors on outcomes. Support is found for the compensatory or additive model, with perceptions of school danger negatively influencing students' sense of school coherence and teacher support positively influencing variation in the criterion variable. Implications for theory, practice, and further research are discussed.
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Bowen, G.L., Richman, J.M., Brewster, A. et al. Sense of School Coherence, Perceptions of Danger at School, and Teacher Support Among Youth at Risk of School Failure. Child and Adolescent Social Work Journal 15, 273–286 (1998). https://doi.org/10.1023/A:1025159811181
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DOI: https://doi.org/10.1023/A:1025159811181