Examining general strain: Using subjective and objective measures of academic strain to predict delinquency

References

• Agnew, R. (2001). Building on the foundation of general strain theory: Specifying the types of strain most likely to lead to crime and delinquency. Journal of Research in Crime and Delinquency, 38(4), 319–361. doi:10.1177/0022427801038004001.
   Web of Science ®Google Scholar
• Agnew, R. (1992). Foundation for a general strain theory of crime and delinquency. Criminology, 30(1), 47–87. doi:10.1111/j.1745-9125.1992.tb01093.x.
   Web of Science ®Google Scholar
• Agnew, R., Brezina, T., Wright, J. P., & Cullen, F. T. (2002). Strain, personality traits, and delinquency: Extending general strain theory. Criminology, 40(1), 43–72. doi:10.1111/j.1745-9125.2002.tb00949.x.
   Web of Science ®Google Scholar
• Asletine, R. H., Gore, S., & Gordon, J. (2000). Life stress, anger and anxiety, and delinquency: An empirical test of general strain theory. Journal of Health and Social Behavior, 41(30), 256–275. doi:10.2307/2676320.
   PubMed Web of Science ®Google Scholar
• Bersani, B. E., & Chapple, C. L. (2007). School failure as an adolescent turning point. Sociological Focus, 40(4), 370–391. doi:10.1080/00380237.2007.10571316.
   Google Scholar
• Brame, R., Turner, M. G., & Paternoster, R. (2010). Missing data problems in criminological research. In Alex R. Piquero & David Weisburd (Eds), Handbook of Quantitative Criminology, 273–288. New York: Springer.
   Google Scholar
• Broidy, L., & Agnew, R. (1997). Gender and crime: A general strain theory perspective. Journal of Research in Crime and Delinquency, 34(3), 275–306. doi:10.1177/0022427897034003001.
   Web of Science ®Google Scholar
• Campbell, C. (2015). High school dropouts after they exit school: Challenges and directions for sociological research. Sociology Compass, 9(7), 619–629. doi:10.1111/soc4.12279.
   Web of Science ®Google Scholar
• Capowich, G. E., Mazerolle, P., & Piquero, A. R. (2001). General strain theory, situational anger, and social networks: An assessment of conditioning influences. Journal of Criminal Justice, 29, 445–461. doi:10.1016/S0047-2352(01)00101-5.
   Web of Science ®Google Scholar
• CHOICES Education Group. (2015). CHOICES. Retrieved from www.choices.org
   Google Scholar
• Davey, M., Eaker, D. G., Fish, L. S., & Klock, K. (2003). Ethnic identity in an American white minority group. International Journal of Theory and Research, 3(2), 143–158.
   Google Scholar
• DeNavas-Walt, C., & Proctor, B. D. (2015). Income and poverty in the United States: 2014. Washington, DC: U.S. Census Bureau, U.S. Government Printing Office.
   Google Scholar
• Ford, J. A., & Schroeder, R. D. (2008). Academic strain and non-medical use of prescription stimulants among college students. Deviant Behavior, 30(1), 26–53. doi:10.1080/01639620802049900.
   Web of Science ®Google Scholar
• Gasper, J. (2011). Revisiting the relationship between adolescent drug use and high school dropout. Journal of Drug Issues, 41(4), 587–618. doi:10.1177/002204261104100407.
   Web of Science ®Google Scholar
• Gottfredson, D. C. (2001). Schools and delinquency. New York, NY: Cambridge University.
   Google Scholar
• Hirschi, T. (1969). Causes of Delinquency. Berkeley, CA: University of California Press.
   Google Scholar
• Jang, S. J., & Johnson, B. R. (2003). Strain, negative emotions, and deviant coping among African Americans: A test of general strain theory. Journal of Quantitative Criminology, 19(1), 79–105. doi:10.1023/A:1022570729068.
   Web of Science ®Google Scholar
• Jennings, W. G., Piquero, N. L., Gover, A. R., & Pérez, D. M. (2009). Gender and general strain theory: A replication and exploration of Broidy and Agnew's gender/strain hypothesis among a sample of Southwestern Mexican American adolescents. Journal of Criminal Justice, 37(4), 404–417. doi:10.1016/j.jcrimjus.2009.06.007.
   Web of Science ®Google Scholar
• Lorenzo-Blanco, E. I., Unger, J. B., Ritt-Olson, A., Soto, D., & Baezconde-Garbanati, L. (2011). Acculturation, gender, depression, and cigarette smoking among U.S. Hispanic youth: The mediating role of perceived discrimination. Journal of Youth and Adolescence, 40(11), 1519–1533. doi:10.1007/s10964-011-9633-y.
   PubMed Web of Science ®Google Scholar
• Mazerolle, P. (1998). Gender, general strain, and delinquency: An empirical examination. Justice Quarterly, 15(1), 65–91. doi:10.1080/07418829800093641.
   Google Scholar
• Mazerolle, P., & Maahs, J. (2000). General strain and delinquency: An alternative examination of conditioning influences. Justice Quarterly, 17(4), 753–778. doi:10.1080/07418820000094751.
   Web of Science ®Google Scholar
• Mazerolle, P., Burton, V. S., Cullen, F. T., Evans, T. D., & Payne, G. L. (2000). Strain, anger, and delinquent adaptations: Specifying general strain theory. Journal of Criminal Justice, 28(2), 89–101. doi:10.1016/S0047-2352(99)00041-0.
   Web of Science ®Google Scholar
• Merton, R. K. (1938). Social structure and anomie. American Sociological Review, 3(5), 672–682. doi:10.2307/2084686.
   Google Scholar
• Miller, J. M., Miller, H. V., Zapata, J. T., & Yin, Z. (2008). Mexican-American youth drug use and acculturation: A note on the mitigating effects of contextual dynamics. Journal of Drug Issues, 38(1), 199–214. doi:10.1177/002204260803800109.
   Web of Science ®Google Scholar
• Moon, B., Morash, M., Perez-McCluskey, C., & Hwang, H. W. (2009). Key strains, situational- and trait-based negative emotions, conditioning factors, and delinquency. Journal of Research in Crime and Delinquency, 46(2), 182–212. doi:10.1177/0022427808330873.
   Web of Science ®Google Scholar
• Newcomb, M. D., Abbott, R. D., Catalano, R. F., Hawkins, J. D., Battin-Pearson, S., & Hill, K. (2002). Mediational and deviance theories of late high school failure: Process roles of structural strains, academic competence, and general versus specific problem behaviors. Journal of Counseling Psychology, 49(2), 172–186. doi:10.1037/0022-0167.49.2.172.
   Web of Science ®Google Scholar
• Patchin, J. W., & Hinduja, S. (2011). Traditional and nontraditional bullying among youth: A test of general strain theory. Youth & Society, 43(2), 727–751. doi:10.1177/0044118X10366951.
   Web of Science ®Google Scholar
• Paternoster, R., & Mazerolle, P. (1994). General strain theory and delinquency: A replication and extension. Journal of Research in Crime and Delinquency, 31(3), 235–263. doi:10.1177/0022427894031003001.
   Web of Science ®Google Scholar
• Peck, A. H. (2013). Examining race and ethnicity in the context of general strain theory, depression, and delinquency. Deviant Behavior, 34(9), 706–726. doi:10.1080/01639625.2012.759050.
   Web of Science ®Google Scholar
• Piquero, N. L., & Sealock, M. D. (2010). Generalizing general strain theory: An examination of an offending population. Justice Quarterly, 17(3), 449–484. doi:10.1080/07418820000094631.
   Web of Science ®Google Scholar
• Piquero, N. L., & Sealock, M. D. (2004). Gender and general strain theory: A preliminary test of Broidy and Agnew's gender/gst hypotheses. Justice Quarterly, 21(1), 125–158. doi:10.1080/07418820400095761.
   Web of Science ®Google Scholar
• Reingle Gonzalez, J. M., Salas-Wright, C. P., Connell, N. M., Jetelina, K. K., Clipper, S. J., & Businelle, M. S. (2016). The long-term effects of school dropout and GED attainment on substance use disorders. Drug and Alcohol Dependence, 158, 60–66. doi:10.1016/j.drugalcdep.2015.11.002.
   PubMed Web of Science ®Google Scholar
• Snyder, H. N., & Sickmund, M. (2006). Juvenile Offenders and Victims: 2006 National Report. Washington, DC: United States Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention.
   Google Scholar
• Spohn, R. E., & Wood, S. D. (2014). Spare the rod, endanger the child? Strain, race/ethnicity, and serious delinquency. Journal of Ethnicity in Criminal Justice, 12(3), 159–193. doi:10.1080/15377938.2013.837855.
   Google Scholar
• Tapia, M. (2010). Untangling race and class effects on juvenile arrests. Journal of Criminal Justice, 38(3), 255–265. doi:10.1016/j.jcrimjus.2010.03.002.
   Web of Science ®Google Scholar
• Thaxton, S., & Agnew, R. (2004). The nonlinear effects of parental and teacher attachment on delinquency: Disentangling strain from social control explanations. Justice Quarterly, 21(4), 763–791. doi:10.1080/07418820400095981.
   Web of Science ®Google Scholar
• Utsey, S. O., Cohen, J., & Engberg, J. (2002). An ecological study of the location of gang “set space.” Cultural Diversity and Ethnic Minority Psychology, 8(4), 366–377. doi:10.1037/1099-9809.8.4.367.
   PubMedGoogle Scholar
• Welsh, W. N. (2003). Individual and institutional predictors of school disorder. Youth Violence and Juvenile Justice, 1(4), 346–368. doi:10.1177/1541204003255843.
   Google Scholar
• Wilson, D. B., Bouffard, L. A., & MacKenzie, D. A. (2005). A quantitative review of structured, group-oriented, cognitive-behavioral programs for offenders. Criminal Justice and Behavior, 32(2), 172–204. doi:10.1177/0093854804272889.
   Web of Science ®Google Scholar
• Zaff, J. F., Blount, R. L., Phillips, L., & Cohen, L. (2002). The role of ethnic identity and self-construal in coping among African American and Caucasian American seventh graders: An exploratory analysis of within-group variance. Adolescence, 37(148), 751–773.
   PubMed Web of Science ®Google Scholar