摘要：This study investigates if the socio-economic composition, as well as the physical and social disorder of neighbourhoods, were associated with academic performance among Quebec school children, with and without conduct problems, aged 12 to 15 (N = 630). In particular, the moderating role of conduct problems was explored. Findings indicated that physical and social disorder, along with the percentage of low-income individuals in the neighbourhood, were associated with some aspects of academic performance. Conduct problems did, however, moderate between neighbourhood variables and school performance. The implications of these findings will also be discussed.
