The aim of this study was to assess gender differences in direct and indirect effects of parental knowledge, family support, family conflict, and deviant peers on violent and nonviolent antisocial behavior among youngsters. The total sample was composed of 584 young people, 274 males and 310 females, aged 14 to 20 from High Schools of Galicia (NW Spain). The variables were assessed with different scales of the protocol Valoración del Riesgo en Adolescentes Infractores [Juvenile Offender’s Risk Assessment]. Several structural equation models were conducted to clarify the relationships between these variables for males and females. The results showed a better fit for the mediated model. Significant direct effects were found for parental knowledge (β = –.35, p < .01, males; β = –.16, p < .05, females) and parental support (β = .26, p < .05, males) on nonviolent behavior. Significant direct effects were also found for parental knowledge (β = –.36, p < .05, males; β = –.42, p < .05, females) and parental support (β = .32, p < .05, males; β = .24, p < .05, females) on violent behavior. Not significant direct effects were found for family conflict. Moreover, significant indirect effects through deviant peers were found for knowledge (β = –.23, p < .01, males; β = –.21, p < .01, females), support (β = .20, p < .05, males; β = .21, p < .05, females), and conflict (β = .28, p < .01, males; β = .26, p < .05, females) on nonviolent behavior, as well as for knowledge (β = –.20, p < .01, males; β = –.10, p < .01, females), support (β = .18, p < .01, males; β = .10, p < .01, females), and conflict (β = .24, p < .05, males; β = .12, p < .01, females) on violent behavior. Thus, significant gender differences were found, specifically in the direct effects of family support on nonviolent antisocial behavior. The implications of these results for prevention of antisocial behaviors in youth based on gender differences are discussed.

Families, peer groups, and schools are important environments for children's positive growth and development. A theoretical model that linked children's perceptions of parenting, sense of connectedness to family, peers and school, along with peer group type, to adjustment was developed and tested. Data were collected from students and their parents. The model was supported and explained 56% of the variance with respect to children's reports. Family, school, and peer connectedness all independently predicted child reported adjustment. Differences were apparent between children's and parents’ reports, and the model did not convincingly predict parental views of their child's adjustment. There was evidence that non-familial social environments can have a positive, compensatory impact on children's emotional functioning — a most important finding for school personnel interested in student wellbeing.