Bussing schools Research Papers - Academia.edu (original) (raw)

The aim of this research was two fold. First is to compare three different types of primary
schools (i.e., boarding primary, bussing primary, and regular) students’ behavior-adjustment
problems and second is to investigate the environmental and psychological predictors
of these students’ school success. The sample of the study consisted of 438 students
of whom 203 were females (Mage = 11.24) and 235 were males (Mage = 11.46), recruited
from the primary and secondary levels of eight years of compulsory education. Results
showed that especially the primary level boarding school students` total adjustment scores
were lower (S (2, 425) = 2.93, p < .05) and their problem behaviors (internalizing (S (2,
425) = 4.13, p < .05), externalizing (S (2, 425) = 4.03, p < .05) and total (S (2, 425) = 12.42,
p < .05)) were higher than those of the secondary level boarding school students. However
there were no significant differences among the levels in bussing school. Grade level
(F (5, 242) = 4.61, p < .05), family structure (living together, separated, and divorced) (F (5,
242) = 4.61, p < .05), attitudes towards school (F (10, 242) = 4.64, p < .05), perceived family
support (F (10, 242) = 4.64, p < .05), total adjustment (F (14, 242) = 13.55, p < .05), internalizing
(F (14, 242) = 13.55, p < .05), externalizing (F (14, 242) = 13.55, p < .05) and total
problem scores (F (14, 242) = 13.55, p < .05) significantly predicted the students’ school
achievements. The results indicated that boarding school students were the most disadvantageous
group among the others in terms of behavior problems, social support, and
school adjustment. However they seem to cope with these disadvantageous conditions
and attain their counterparts’ school success under supportive conditions.