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dc.contributor.authorNivette, Amy
dc.contributor.authorObsuth, Ingrid
dc.contributor.authorRibeaud, Denis
dc.contributor.authorEisner, Manuel
dc.date.accessioned2022-02-10T16:20:31Z
dc.date.available2022-02-10T16:20:31Z
dc.date.issued2022-02
dc.date.submitted2021-09-08
dc.identifier.issn0047-2891
dc.identifier.others10964-021-01537-6
dc.identifier.other1537
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/333849
dc.description.abstractExisting research has shown that the quality of the relationship between teacher and child is associated with more positive perceptions of school authorities. There has been relatively less attention to the processes that connect attitudes towards different sources of authority, such as between teachers and police. The current study uses a counterfactual approach to estimate the direct and indirect effects of teacher-child relationships on children's later perceptions of police legitimacy. Using data from a longitudinal study of youth in Zurich, Switzerland, this study applies non-bipartite propensity score matching to identify matched pairs (n = 232 pairs, 55% male) of children with better versus worse relationships with their teacher at age 11 following a teacher change. Matched pairs were then compared on potential mediators (moral norms about deviant behavior and low self-control) at age 13 and perceptions of police legitimacy at age 15. The results demonstrate the importance of the quality of the relationships between students and teachers in shaping young people's interpersonal characteristics as well as perceptions of the world around them. Namely, if young people feel that they are being treated fairly by their teachers, they are more likely to distinguish behaviors that are right or wrong (moral norms) and control their actions (self-control). Moreover, as a result they are also more likely to perceive authorities such as police as legitimate agents that facilitate societal order.
dc.languageen
dc.publisherSpringer Science and Business Media LLC
dc.subjectEmpirical Research
dc.subjectTeacher–child relationships
dc.subjectPolice legitimacy
dc.subjectLegal socialization
dc.subjectPropensity score matching
dc.subjectLow self-control
dc.titleFair Teachers, Fair Police? Assessing the Pathways between Perceptions of Teacher and Police Authority in Childhood and Adolescence.
dc.typeArticle
dc.date.updated2022-02-10T16:20:31Z
prism.endingPage207
prism.issueIdentifier2
prism.publicationNameJ Youth Adolesc
prism.startingPage193
prism.volume51
dc.identifier.doi10.17863/CAM.81265
dcterms.dateAccepted2021-10-25
rioxxterms.versionofrecord10.1007/s10964-021-01537-6
rioxxterms.versionVoR
rioxxterms.licenseref.urihttp://creativecommons.org/licenses/by/4.0/
dc.contributor.orcidNivette, Amy [0000-0003-0597-3648]
dc.identifier.eissn1573-6601
pubs.funder-project-idNederlandse Organisatie voor Wetenschappelijk Onderzoek (VI.Vidi.191.135)
cam.issuedOnline2021-11-16


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