Journal of Social Issues, volume 77, issue 2, pages 547-576

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

Stephanie Michelle Cardwell ^{1, 2}

Lorraine Mazerolle ²

Alex R. Piquero ^{3, 4}

Kelsy Luengen ²

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The University of Texas at San Antonio San Antonio Texas USA |

The University of Queensland St Lucia Queensland Australia |

University of Miami Miami Florida USA |

⁴

Monash University Melbourne Victoria Australia |

Publication type: Journal Article

Publication date: 2021-05-27

Wiley

Journal: Journal of Social Issues

scimago Q1

SJR: 1.704

CiteScore: 9.7

Impact factor: 4

ISSN: 00224537, 15404560

DOI: 10.1111/josi.12447

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General Social Sciences

Found

	1 2 3 4 5
Journal of Social Issues	Journal of Social Issues, 5, 62.5% Journal of Social Issues 5 publications, 62.5%
Psychological Reports	Psychological Reports, 1, 12.5% Psychological Reports 1 publication, 12.5%
Journal of Youth and Adolescence	Journal of Youth and Adolescence, 1, 12.5% Journal of Youth and Adolescence 1 publication, 12.5%
Criminal Justice and Behavior	Criminal Justice and Behavior, 1, 12.5% Criminal Justice and Behavior 1 publication, 12.5%
	1 2 3 4 5

	1 2 3 4 5
Wiley	Wiley, 5, 62.5% Wiley 5 publications, 62.5%
SAGE	SAGE, 2, 25% SAGE 2 publications, 25%
Springer Nature	Springer Nature, 1, 12.5% Springer Nature 1 publication, 12.5%
	1 2 3 4 5

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Publisher

Wiley

Journal

Journal of Social Issues

scimago Q1

SJR

1.704

CiteScore

9.7

Impact factor

ISSN

00224537 (Print)

15404560 (Electronic)

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

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