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本研究目的係在釐清學校管理模式、教師教學投入、教學支援及學生偏差行為的內涵，進而驗證此四個變項之間的關係、確認本研究所建構之結構方程模式與觀察資料間的適配程度與模式是否成立。為了達成上述研究目的，研究者利用經濟合作暨發展組織（Organization for Economic Co-operation and Development, OECD）於2015年進行之實證調查活動，請學校校長或是由校長所指定之學校人士，依目前所服務學校的實際狀況進行填答，共計回收有效問卷14,530份。研究者挑選符合變項定義之題項為衡量變項，利用IBM SPSS Statistic 22.0統計軟 體進行描述性統計、探究性因素分析及信度分析，並利用AMOS進行結構方程模式驗證，以瞭解本研究所建構之方程模式是否適配。研究結果發現，本研究的七項假設皆成立，且建構之 結構方程模式達到適配標準。綜言之，研究支持：一、學校管理模式對教師教學投入、教學支援及學生偏差行為有直接影響；二、教師教學投入對學生偏差行為具有直接影響效果；三、教學支援對於學生偏差行為亦具有直接影響效果；四、教師教學投入與教學支援亦扮演中介變數角色，學校管理模式可以利用前述兩者作為中介變數，間接影響學生偏差行為表現狀況。 立基於上述研究結果發現，本研究提出相關建議供參。 This study examined the implications of school management, pedagogical input from teachers, teaching support, and student deviant behavior to construct a structural equation model and validating it using with observational data. The researcher used the empirical data provided in 2015 by the Organization for Economic Co-operation and Development (OECD). The researcher asked the school principal or a person designated by the principal to complete a questionnaire, and 14,530 valid questionnaires were retrieved. The OECD PISA 2015 School Questionnaire data were used to select topics that conformed to the definitions of the measurement variables. IBM SPSS Statistic 22.0 was used for descriptive statistics, exploratory factor analysis, and reliability testing. SPSS AMOS was used for validation of the structural equation model in terms of goodness of fit. The results validated the seven proposed hypotheses and indicated that the developed structural equations achieved good model fit. Relevant conclusions and recommendations are presented herein on the basis of the research findings.

This study examined the implications of school management, pedagogical input from teachers, teaching support, and student deviant behavior to construct a structural equation model and validating it using with observational data. The researcher used the empirical data provided in 2015 by the Organization for Economic Co-operation and Development (OECD). The researcher asked the school principal or a person designated by the principal to complete a questionnaire, and 14,530 valid questionnaires were retrieved. The OECD PISA 2015 School Questionnaire data were used to select topics that conformed to the definitions of the measurement variables. IBM SPSS Statistic 22.0 was used for descriptive statistics, exploratory factor analysis, and reliability testing. SPSS AMOS was used for validation of the structural equation model in terms of goodness of fit. The results validated the seven proposed hypotheses and indicated that the developed structural equations achieved good model fit. Relevant conclusions and recomme

Black students are much more likely to be disciplined using out-of-school suspensions (OSS) compared with White students. One often-cited hypothesis, though relatively untested, is the role of misconduct and students attitudes that support deviant behavior. The differential involvement hypothesis suggests that disproportionate sanctioning may result if one group of students is engaged in greater levels of misbehavior compared with the other group. Using a national high school dataset, the author used various student-reported measures of misconduct (e.g., fighting) and 18 attitudes supporting deviant behavior (e.g., it is okay to disobey school rules) to investigate their association with receiving an OSS. Findings showed that misconduct and deviant attitudes were important factors in predicting the receipt of OSS though results indicated that Black students did not generally misbehave or endorse deviant attitudes more than White students did.

The main objective of this study is to investigate the mediating effects of organizational citizenship behavior (OCB), destructive deviant behaviors (DDB), constructive deviant behaviors (CDB), and workaholism (WA) in the relationship between work ethic (WE) and the productivity of engineering students. Another objective is to present a comprehensive holistic model of relationships of these organizational behaviors (OB), attitudes, and work ethic with the productivity. Structure equation modeling (SEM) and Hayes’ processes are used to analyze the hypothesized model. Data were randomly collected from 400 participants from the universities of Pakistan. The overall assessment of the model showed that WE indirectly effects productivity through mediating variables (OCB, DDB, CDB, WA). One of the implications of this finding is that education practitioners/planners should promote work ethic (considered essential for sustainable management practices by contemporary researchers also) among engineering students. This ethic will be reflected in students’ behaviors (enhanced positive behaviors/attitudes, i.e., OCB, CDB, and WA, and reduced negative behaviors i.e., DDB) which will in turn improve their productivity. The originality of this research lies in it being the first to explore the indirect effect of Islamic work ethic (IWE) on individuals’ productivity through OCB, DDB, CDB, and WA.

This study assessed the hypothesis that popularity in adolescence takes on a twofold role, marking high levels of concurrent adaptation but predicting increases over time in both positive and negative behaviors sanctioned by peer norms. Multimethod, longitudinal data, on a diverse community sample of 185 adolescents (13 to 14 years), addressed these hypotheses. As hypothesized, popular adolescents displayed higher concurrent levels of ego development, secure attachment, and more adaptive interactions with mothers and best friends. Longitudinal analyses supported a popularity-socialization hypothesis, however, in which popular adolescents were more likely to increase behaviors that receive approval in the peer group (e.g., minor levels of drug use and delinquency) and decrease behaviors unlikely to be well received by peers (e.g., hostile behavior with peers).

Previous studies suggested that emotion and social behavior were generally closely correlated in real-world situations, yet the mechanisms of emotion on cyber social behavior still remained unclear. Drawing on mood-congruent theory, we propose that negative and positive emotional fluctuations might influence different cyber social behaviors of college students and further examine the impact of emotions on cyber social behaviors by investigating the moderating effect of locus of control. Data were collected from undergraduates in China. Study 1 (an experiment; n=129) showed that positive emotion positively predicted cyber-prosocial behavior, and negative emotion positively predicted cyber-deviant behavior. Study 2a (n=258), an experience sampling method study, found that at the within-person level, time-varying positive emotion positively predicted time-varying cyber-prosocial behavior, while time-varying negative emotion positively predicted time-varying cyber-deviant behavior. Study 2b (a three-wave survey; n=314) demonstrated that internal locus of control weakened the direct effect of negative emotion on cyber-deviant behavior. The implications for theory, practice, and future research have been discussed.

This study examined the distribution of substance use, mental health, and criminal behavior among dropouts derived from a nationally representative sample of 18–25 year old (N = 19,312) emerging adults in the United States. Using public-use data from the 2010 National Survey on Drug Use and Health, this study employed multiple logistic regression with adjustments for complex survey sampling and compared high school dropouts with graduates with respect to substance use, mental health, and criminal behavior. After controlling for the effects of age, gender, race/ethnicity, family income, receipt of government assistance, employment status, and metropolitan population density, dropouts were more likely to meet criteria for nicotine dependence and report daily cigarette use, and more likely to report having attempted suicide in the previous year, been arrested for larceny, assault, drug possession or drug sales relative to their high school graduate counterparts. The findings of this study provide important insights and an initial epidemiologic portrait of mental health, substance use, and criminal behaviors of dropouts during emerging adulthood.

Background Cyberbullying and eating disorders are growing public health concerns, particularly among young adults in university settings. The increasing reliance on digital platforms may exacerbate these issues, further impacting mental health. This study examines whether self-esteem mediates the relationship between cybervictimization and eating disorders and whether this mediation is moderated by deviant peer association. Methods Data were collected between August and December 2019 from 723 students (Mean age = 22.8, SD = 2.22) at a public university in Singapore. All participants were smartphone users, with 68.2% being female ( n  = 493), 31.8% being male ( n  = 230), 12.8% of non-Chinese ethnicity ( n  = 92), and 87.2% of Chinese ethnicity ( n  = 629). Statistical analyses, including chi-square, t-test, correlation, mediation, and moderated mediation, were conducted using SPSS 25.0 and Process Macro 4.3. Results When both cybervictimization and self-esteem were included in the model for eating disorders, cybervictimization was no longer significant, but self-esteem remained significant. The mediation analysis revealed that self-esteem significantly mediated the relationship between cybervictimization and eating disorders. Furthermore, the negative relationship between self-esteem and eating disorders was moderated by deviant peer association. The indirect effects of self-esteem in the cyberbullying-eating disorder relationship were significant across all levels of deviant peer association. The group with a higher deviant peer association (M + 1SD) exhibited the highest level of eating disorders, while those with a lower level of deviant peer association (M–1SD) were associated with lower eating disorder level, suggesting that self-esteem increases as the severity of eating disorder decreases. Conclusions This study underscores the importance of self-esteem as a mediator between cybervictimization and eating disorders, with deviant peer association amplifying this relationship. These findings highlight the need for interventions that address cyberbullying, promote self-esteem, and reduce deviant peer influences to mitigate the risk of eating disorders among university students.

The comprehensive theory model of problem behaviors proposed that expectations are important factors affecting adolescent problem behaviors. The purpose of this study is to explore the association between educational expectations (in this study, this includes parental educational expectations and adolescent selfeducational expectations) and problem behaviors based on the framework of the CTMPB to provide empirical support for the prevention and intervention of adolescent problem behaviors. This study used cross-sectional data from the 2014–2015 academic year of the China Education Panel Survey (CEPS) conducted by the China survey and data center at the Renmin University of China. A nationwide representative sample of 9936 junior high school students was selected. Among them, 4870 (52.2%) were female, and the average age was 14.52 years (SD = 0.67 years). The results revealed that adolescent selfeducational expectations and deviant peer affiliations played a contributory mediating role in the association between parental educational expectations and adolescent problem behaviors. Both parental educational expectations and adolescent selfeducational expectations are protective factors against adolescent problem behaviors, and enhancing the two factors can decrease the likelihood of adolescent engagement in problem behaviors. In addition, deviant peer affiliations are risk factors for adolescent problem behaviors and represent a mediating factor between educational expectations and adolescent problem behaviors. However, this study was only based on cross-sectional data, requiring further support by longitudinal or experimental studies.

We develop a theoretical model, explore the relationship between temptation (both reflective and formative) and unethical intentions by treating monetary intelligence (MI) as a mediator, and examine the direct (temptation to unethical intentions) and indirect (temptation to MI to unethical intentions) paths simultaneously based on multiple-wave panel data collected from 340 part-time employees and university (business) students. The positive indirect path suggested that yielding to temptation (e.g., high cognitive impairment and lack of self-control) led to poor MI (low stewardship behavior, but high cognitive meaning) that, in turn, led to high unethical intentions (theft, corruption, and deception). Our counterintuitive negative direct path revealed that those who controlled their temptation had high unethical intentions. Due to the multiple faces of temptation (the suppression effect), maliciously controlled temptation (low cognitive impairment and high self control) led to deviant intentions. Subsequent multi-group analysis across gender (a moderator) reformulated the mystery of temptation: a negative direct path for males, but a positive indirect path for females. For males, the negative direct path generated a dark impact on unethical intentions; for females, the positive indirect path did not, but offered great implications for consumer behavior. Both falling \"and\" not falling into temptation led to unethical intentions which varied across gender. Our counterintuitive, novel, and original theoretical, empirical, and practical contributions may spark curiosity and add new vocabulary to the conversation regarding temptation, money attitudes, consumer psychology, and business ethics.