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
Author:
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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