The effect of school classroom characteristics on low self-control: A multilevel analysis

Gottfredson and Hirschiʹs general theory has reaped a substantial amount of empirical support. Recently, attention has focused on the factors associated with the development of self-control. With few and isolated exceptions, most research has examined the ways in which parents contribute to the development of self-control in children. Gottfredson and Hirschi hypothesized, however, that other social institutions, especially schools, may play at least some role in inculcating self-control. The current study addressed this possibility by conducting a series of multilevel models that examined whether the characteristics of schools, and classrooms within schools, were salient to the development of self-control. Using a longitudinal sample of kindergarten and first-grade students, the results revealed that classroom characteristics influenced self-control.