Kilgus, Stephen P.Manley, Holly2015-06-042016-06-142015http://hdl.handle.net/10342/4919This study used longitudinal data taken from the Early Childhood Longitudinal Study-Kindergarten to examine the moderating effects of academic and social success on the relationship between risk factors and the outcome measures of delinquency in children from grades Kindergarten to Eighth Grade. Academic success was defined by moderating variables of Math and Reading scores. Social success was defined by variables measuring Extracurricular Activities, Peer Relationships, and School Connectedness. The outcome variable of delinquency was defined by delinquent acts such as arguing, fighting, lying, stealing, cheating, number of suspensions, and externalizing behaviors. Predictor variables of SES, Impulsivity, and Poor Parent-Child Relationships were used as risk factors for delinquent behaviors. Findings showed that moderating variables of Math scores, Reading scores, and Peer Relationships had limited moderating effects of those predictor variables on delinquency. Extracurricular Activities and School Connectedness had greater moderating effects, usually strengthening pre-existing relationships between the predictor variables and outcome variables.  83 p.dissertations, academicPsychologyEducational psychologyBehavioral sciencesAcademicDelinquencyModerationSocialJuvenile delinquencyAcademic achievementSocial acceptance in childrenStudent activitiesBelonging (Social psychology) in childrenMaster's Thesis