Perceiving teachers as procedurally just limits the negative effects of delinquent peer associations: An analysis of Australian adolescent boys’ and girls’ perceptions of school authority-Reference-Cited by-同舟云学术

Perceiving teachers as procedurally just limits the negative effects of delinquent peer associations: An analysis of Australian adolescent boys’ and girls’ perceptions of school authority

Published:2021-05-27 Issue:2 Volume:77 Page:547-576
ISSN:0022-4537
Container-title:Journal of Social Issues
language:en
Short-container-title:J Soc Issues

Author:

Cardwell Stephanie M.¹²^ORCID,Mazerolle Lorraine²,Piquero Alex R.³⁴,Luengen Kelsy²

Affiliation:

1. The University of Texas at San Antonio San Antonio Texas USA

2. The University of Queensland St Lucia Queensland Australia

3. University of Miami Miami Florida USA

4. Monash University Melbourne Victoria Australia

Publisher

Wiley

Subject

General Social Sciences

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/josi.12447

Reference91 articles.

1. Social Learning and Deviant Behavior: A Specific Test of a General Theory

2. Trust and Discipline: Adolescents’ Institutional and Teacher Trust Predict Classroom Behavioral Engagement following Teacher Discipline

3. Parental and student perceptions of procedural justice and legitimacy in the context of truancy: Results from a randomized field trial

4. Judging School Discipline

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