Literaturnachweis - Detailanzeige
Autor/inn/en | Virat, Mael; Leoni, Véronique; Archambault, Isabelle |
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Titel | Teachers' Compassionate Love, Teachers' Esteem and Students' Attitudes towards the Justice System: The Mediating Role of School Belonging |
Quelle | In: European Journal of Developmental Psychology, 20 (2023) 2, S.287-306 (20 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Virat, Mael) ORCID (Archambault, Isabelle) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1740-5629 |
DOI | 10.1080/17405629.2022.2087627 |
Schlagwörter | Foreign Countries; Grade 6; Grade 7; Grade 8; Middle School Students; Self Concept Measures; Self Esteem; Teacher Student Relationship; Trust (Psychology); Sense of Community; Student School Relationship; Intimacy; Student Attitudes; Laws; Police; France; Rosenberg Self Esteem Scale Ausland; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Self-esteem; Selbstaufmerksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Schüler-Lehrer-Beziehung; Intimität; Schülerverhalten; Law; Recht; Frankreich |
Abstract | Adolescents with positive attitudes towards the legal authorities are unlikely to adopt delinquent behaviours. To examine the role school can play in shaping such attitudes, we questioned 465 middle school students to assess how their emotional relationships with teachers (teachers' compassionate love, teachers' esteem) relate to their attitudes towards authority (trust in the justice system, positive evaluation of the law). We also assessed whether these associations were mediated by school belonging. Results showed that teachers' compassionate love and teachers' esteem were (respectively) directly and indirectly linked to students' attitudes towards authority. In both cases, school belonging acted as either a partial or a total mediator. This is consistent with the group engagement model and suggests that students' attitudes towards legal authorities are linked to their affective relationships with teachers, partly because their positive perceptions of teacher-student relationships strengthen their feelings of school membership. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |