Family and school factors related to internalizing and externalizing problems in adolescence

Family and school factors are among the most important determinants of internalizing and externalizing problem behavior in adolescents. The aim of this study is to explore how certain family and school factors explain internalizing and externalizing problems after one year. In addition to individual-level variables, school level variables are taken into account. This multilevel study was conducted among 507 adolescents (mean age 13.44; 52.3% girls) who reported their internalizing problems (anxiety, depressive symptoms), externalizing problems (aggressive and norm-breaking behavior), parental knowledge of their whereabouts, parental rule setting, school connectedness and teacher support. At the school level, the aggregated scores for school connectedness and teacher support were calculated. The results show that the differences between schools explained 13.4% of the variance in externalizing problem behavior although it did not account for internalizing behavior. Parental knowledge and school connectedness were significant predictors of both internalizing and externalizing problems. At the school level, aggregated teacher support predicted fewer externalizing problems. While some of the results are partially in line with previous findings, others were found to be contradictory. The implications for practice are provided. Rodinne a skolske faktory patria medzi najdolezitejsie determinanty internalizovaneho a externalizovaneho problemoveho spravania u adolescentov. Cie ľom tejto studie je preskumat, ako rodinne a skolske faktory vysvet ľuju problemove spravanie s odstupom jedneho roku. Okrem premennATIN SMALL LETTER Y WITH ACUTEch na individualnej urovni su zoh ľadnovane aj premenne na urovni skoly (viacurovnova analATIN SMALL LETTER Y WITH ACUTEza). Zber udajov bol realizovanATIN SMALL LETTER Y WITH ACUTE medzi 507 adolescentmi (priemernATIN SMALL LETTER Y WITH ACUTE vek 13,44 rokov; 52,3% diev & ccaron;at), ktori vyplnili dotazniky tATIN SMALL LETTER Y WITH ACUTEkajuce sa ich internalizovanATIN SMALL LETTER Y WITH ACUTEch problemov (uzkost, depresivne priznaky), externalizovanATIN SMALL LETTER Y WITH ACUTEch problemov (agresivne spravanie a porusovanie noriem), miery informovanosti rodi & ccaron;ov o ich aktivitach mimo doh ľadu, stanovovania pravidiel rodi & ccaron;mi, pocitu prepojenia so skolou a podpory zo strany u & ccaron;ite ľov. Na urovni skoly bolo vypo & ccaron;itane agregovane skore pre priputanost k skole a podporu u & ccaron;ite ľov. VATIN SMALL LETTER Y WITH ACUTEsledky ukazuju, ze rozdiely medzi skolami vysvet ľovali 13,4% rozptylu externalizovanATIN SMALL LETTER Y WITH ACUTEch problemov, avsak nevysvet ľovali rozptyl v internalizovanATIN SMALL LETTER Y WITH ACUTEch problemoch. Rodi & ccaron;ovska informovanost a priputanost k skole boli vATIN SMALL LETTER Y WITH ACUTEznamnATIN SMALL LETTER Y WITH ACUTEmi prediktormi internalizovanATIN SMALL LETTER Y WITH ACUTEch aj externalizovanATIN SMALL LETTER Y WITH ACUTEch problemov. Na urovni skoly predikovala agregovana podpora u & ccaron;ite ľov menej externalizovanATIN SMALL LETTER Y WITH ACUTEch problemov. Zatia ľ & ccaron;o niektore vATIN SMALL LETTER Y WITH ACUTEsledky su v sulade s predchadzajucimi zisteniami, ine zistenia boli protichodne. VATIN SMALL LETTER Y WITH ACUTEsledky su diskutovane a na zaver je poskytnuta implikacia pre prax.