This document summarizes research on the relationship between student discipline history and sense of school culture during the transition to middle school. It categorizes types of discipline infractions and codes discipline history severity. It finds moderate correlations between more severe discipline history and feelings of victimization, misconduct at school, and friends' misconduct. It also finds mild correlations between less severe discipline history and stronger sense of school community, liking for school, trust in teachers, and positive student-teacher relations.

1. Tindall & Stuckey-Mickell (2014). Transition to Middle School, School Culture, and Discipline History: An Exploratory Study
MWERA Annual Meeting | November 14, 2014 | Evanston, IL
Table 1: Descriptive Categories of Discipline Infractions
Category Name
Description
Associated Behaviors
Direct Aggressive/Coercive Actions
Overtly or intentionally harmful actions against others; involves social interactions; can be physical and/or verbal; actions intended to cause physical or emotional harm
Fighting; sexual misconduct (i.e., unacceptable touching, sexual references); bullying (harassment/coercion intimidation/ threats); extortion; physical assault or other volatile acts (e.g., threats, disorderly conduct against others); sexual offense (i.e., sexual act committed); serious bodily injury; use of firearms, weapons, explosives, incendiary device, or poison to cause bodily harm
Indirect Aggressive/Coercive Actions
Covertly or unintentionally harmful actions against others; could pose safety risk to self and/or others; could inadvertently result in physical or emotional harm, but this harm is not primary intention of action
Disruptive behavior; forgery/fraud/false identification; improper operation of a vehicle; school bus/ school vehicle disruption; insubordination; firearms look alike; theft; vandalism; trespassing; cheating/plagiarism; unauthorized or inappropriate use of internet, computers or computer software; use possession, sale and distribution of tobacco, alcohol, OR illicit drugs; arson; false fire alarm/ bomb threats; tampering with automated external defibrillator; possession, sale and/or distribution of a firearm, ammunition (or dangerous weapon other than a firearm),, explosives, incendiary device, or poison
Self-expressive/ Individualistic Actions
Actions reflect individual expression of language or personal presentation and conduct that may be considered inappropriate for the school setting; no intention of causing harm to others and does not result in any harm to others
Dress code violation; profanity; tardiness; absenteeism; truancy; electronic communication devices; gambling
Table 2: Infraction Severity/Count Coding Scheme
Category and Code
Description
Mild Discipline History
(Code 1)
5 or fewer Self-expressive/ individualistic actions
Moderate Discipline History
(Code 2)
3 or fewer Indirect aggressive/ Coercive Actions or more than 5 Self-expressive/ individualistic actions
Mildly Severe/Infrequent Discipline History
(Code 3)
1 Direct aggressive/ coercive action or more than 3 Indirect aggressive/ coercive actions and any number of self-expressive/individualistic actions
Severe/Less Frequent Discipline History
(Code 4)
2 or fewer direct aggressive/ coercive actions and any number of indirect aggressive/ coercive actions and/or any number of self-expressive/ individualistic actions
Severe Persistent Discipline History
(Code 5 )
3 or more Direct aggressive/ coercive actions and any number of indirect aggressive/ coercive actions and/or any number of self-expressive/ individualistic actions

2. Tindall & Stuckey-Mickell (2014). Transition to Middle School, School Culture, and Discipline History: An Exploratory Study
MWERA Annual Meeting | November 14, 2014 | Evanston, IL
Table 4
Summary of Correlations: Discipline History and Selected Subscales on Sense of School Culture
Measure/Scale
1
2
3
4
5
1. Discipline History
---
.298*
.020
.504**
.368*
2. Victimization at School
---
---
.336*
.362*
.243
3. Loneliness at School
---
---
---
.184
-.177
4. Misconduct at School
---
---
---
---
.658**
5. Friends’ Misconduct at School
---
---
---
---
---
*Spearmon rho correlation is significant at the <. 05 level (1-tailed).
**Spearmon rho correlation is significant at the <. 01 level (1-tailed).
To access full paper: http://www.slideshare.net/tstucmickell/mwera-2014-middleschoolschoolculturedisciplinefinalpaper
Hillary Tindall, Graduate Student, Ed. Psychology, The Ohio State University | tindall.27@buckeyemail.osu.edu
Dr. Tracey A. Stuckey-Mickell, Lecturer, Ed. Psychology/QREM, The Ohio State University | stuckey-mickell.1@osu.edu
Table 3
Summary of Correlations: Discipline History and Selected Subscales on Sense of School Culture
Measure/Scale
1.
2.
3.
4.
5.
6.
7.
8.
1. Discipline History
---
-.334*
.090
-.272
-.189
-.144
-.203
-.025
2. Sense of School Community – School Supportiveness (SS)
---
---
.336*
.809**
.502**
.402**
.407**
.243
3. Sense of School Community – Autonomy & Influence (AI)
---
---
---
.768**
.353*
.478**
.478**
-.108
4. Sense of School Community – TOTAL (SS/AI)
---
---
---
---
.571**
.544**
.597**
.094
5. Liking for School
---
---
---
---
---
.530**
.478**
.115
6. Trust in Teachers
---
---
---
---
---
---
.779**
-.105
7. Positive Student-Teacher Relations
---
---
---
---
---
---
---
-.159
8. Positive Involvement in School Among Friends
---
---
---
---
---
---
---
---
*Spearmon rho correlation is significant at the <. 05 level (1-tailed).
**Spearmon rho correlation is significant at the <. 01 level (1-tailed).