School Context, Identity and Problem Behaviors in early Adolescence

     The purpose of this research was to examine  relationships among school functioning, personal identity and problem behavior in a sample  of 564 (287 females, 277 males) students between the ages of 12 and 13 from middle schools of 1, 13, and 19 educational districts in Tehran city. The multiple-stage sampling method was used. School functioning  was operationalized  in terms of school bonding, teacher support, peer support, and GPA. Problem behavior  was  operationalized  in terms of aggressive behavior, rule breaking behavior , and attention problems. The data were analyzed using the advanced statistical method of structural equation modeling. Structural equation models indicated that 39% of the total (direct and indirect) relationships between school functioning and problem behavior operated through identity variables (identity coherence and identity confusion), and identity confusion partially mediates the relationship between school functioning and early adolescent problem behavior. The present findings indicated that both school functioning and identity may play important roles in directing young adolescents toward or away from problem behavior. The findings suggested implementation of comprehensive mental health education programs (parents education, teachers education, adolescents education)  in school environment and effective intervention for improving identity formation.