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

Procedural JusticeAdolescents
Written By Justice Collaboratory

Journal Article | Cardwell, S. M., Mazerolle, L., Piquero, A. R., & Luengen, K. (2021). 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. Journal of Social Issues.
https://doi.org/10.1111/josi.12447

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Responsible Use of Open-Access Developmental Data: The Adolescent Brain Cognitive Development (ABCD) Study