NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ981147
Record Type: Journal
Publication Date: 2012-Dec
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0007-0998
EISSN: N/A
Justice Judgements, School Failure, and Adolescent Deviant Behaviour
Sanches, Cristina; Gouveia-Pereira, Maria; Carugati, Felice
British Journal of Educational Psychology, v82 n4 p606-621 Dec 2012
Background: The current paper is based on two different approaches. One is the relational model of authority (Tyler & Lind, 1992), which addresses the effects of justice perceptions on the legitimacy of authorities and behavioural compliance. The other is Emler and Reicher's theory (1995, 2005), which explains the involvement of adolescents in delinquency through their relationship with the institutional authorities of society. Aims: To provide empirical evidence for the linkage of these perspectives, analysing the relationship between justice perceptions about teachers and the involvement of adolescents in deviant behaviour. Our hypotheses are that teachers' justice is negatively related with deviant behaviour and that this relationship is mediated through the evaluation of institutional authorities, after controlling for school failure. Sample: Three hundred and ninety adolescents aged between 14 and 17 years. Methods: Participants completed the following scales: perceptions of justice about teachers, evaluation of institutional authorities, and deviant behaviour. Data were examined through correlation and bootstrap analyses. Results: Justice judgments about teachers were negatively related with deviant behaviour, and this relationship was partially mediated by the evaluation of institutional authorities, even after controlling for school failure. However, procedural justice revealed a much stronger relationship with deviance, compared to distributive justice. Conclusions: As predicted, these results suggest that when adolescents perceive school authorities as fair, other institutional authorities are likely to be perceived in a similar way and the more those authorities are positively evaluated, the less often adolescents engage in deviant conduct. Results are discussed according to the theories underlying our hypothesis. Directions for future research are suggested. (Contains 1 footnote, 2 tables, and 2 figures.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Portugal
Grant or Contract Numbers: N/A