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Justice judgements, school failure, and adolescent deviant behaviour

dc.contributor.authorSanches, Ana Cristina Pires
dc.contributor.authorPereira, Maria Gouveia
dc.contributor.authorCarugati, Felice
dc.date.accessioned2012-10-27T10:00:30Z
dc.date.available2012-10-27T10:00:30Z
dc.date.issued2011
dc.description.abstractBackground. 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.por
dc.identifier.citationBritish Journal of Educational Psychology, 82 (4), 606-621por
dc.identifier.issn0007-0998
dc.identifier.urihttp://hdl.handle.net/10400.12/1796
dc.language.isoengpor
dc.peerreviewedyespor
dc.publisherWiley-Blackwellpor
dc.titleJustice judgements, school failure, and adolescent deviant behaviourpor
dc.typejournal article
dspace.entity.typePublication
oaire.citation.conferencePlaceOxfordpor
oaire.citation.endPage621por
oaire.citation.startPage606por
oaire.citation.titleBritish Journal of Educational Psychologypor
oaire.citation.volume82por
person.familyNameGouveia Pereira
person.givenNameMaria
person.identifier.ciencia-id4111-0C3E-B0CA
person.identifier.orcid0000-0001-7814-466X
rcaap.rightsrestrictedAccesspor
rcaap.typearticlepor
relation.isAuthorOfPublicationfa616860-69f3-474e-a32f-cc69ecca2c56
relation.isAuthorOfPublication.latestForDiscoveryfa616860-69f3-474e-a32f-cc69ecca2c56

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