This study analysis the relationship between perceptions of the justice of teacher' behaviour and (a) the legitimation of school authority and (b) the legitimation of institutional authorities outside school. 448 adolescent students participated in the study. In a questionnaire participants were asked about (a) perceptions of the justice of teachers' behaviour; (b) evaluation of the school experience; and (c) evaluation of institutional authorities. Results show that the evaluation of the justice of teacher behaviour, in particular relational and procedural justice, have an impact on the legitimation of the authority of teachers and on the evaluation of institutional authorities outside school. Results also show that the legitimacy granted to teachers is a mediator variable between perceptions of justice in school and evaluation of authorities outside school. These results are discussed in the context of the studies on the relationship between school experience and adolescents' attitudes towards authorities, and in the framework of the "Relational Model of Authority" and of the "Group Value Model".This paper aims to contribute to understand the factors underlying the construction of adolescents' orientations towards authority. This objective derives from two types of studies and two parallel lines of thought that we bring together. The first type of studies are those conducted by Palmonari andRubini (1998), Palmonari, Rubini, andCasoni (1999) and Rubini We thank Nicholas Emler and an anonymous reviewer for their very helpful comments. This research was partially funded by a doctoral scholarship (nº 13690/97) awarded to the first author by the Portuguese Fundação para a Ciência e a Tecnologia.
This experiment (N ¼ 239) investigated the effects of group power and legitimacy of power differentials on intergroup discrimination, measured through negative outcome allocations and linguistic abstraction. Furthermore, it examined the mechanisms through which group power affects discrimination by testing the mediating role of perceived interdependence and social identification. Three power conditions were created by modifying the standard minimal group paradigm: equal, high and low power conditions. Power was directly proportional (legitimate conditions) or inversely proportional (illegitimate conditions) to group members' performance in a problem-solving task. Results showed that intergroup discrimination in the high and low power conditions was higher than in the equal power condition on both the allocation and the linguistic measures. Legitimacy moderated the effect of group power on negative outcome allocations, while it had a main effect on the linguistic abstraction. In addition, perceived interdependence turned out to be the main mediator of the effect of power on negative outcome allocations. Copyright # 2006 John Wiley & Sons, Ltd.The present experiment tests the effects of legitimate and illegitimate group power on two forms of intergroup discrimination which have received a great deal of attention in the recent past: ingroup favouritism in the allocation of negative outcomes, and linguistic discrimination. Second, it examines the role of two possible mediators of power effects: perceived interdependence of fate, and the comparative strength of identification with the experimental group and the super-ordinate group (the faculty). To achieve our goals, we will firstly review the literature on the effects of group power and legitimacy on intergroup discrimination, and then examine the issue of perceived interdependence. Afterwards, we will focus on studies of negative outcome allocations and linguistic discrimination.
This study aims to exploring the importance of peer groups, how belonging to different types of groups affects the actual perception of oneself, the peer group and other groups, and the perception of difficulty in coping with developmental tasks. 600 adolescents from Bologna, Italy filled out a questionnaire, consisting of three parts. The results show that peer groups are important in adolescence lifes. Overall, 90% of the subjects were members of a peer group; most often they belonged to informal or quasi-informal groups.A smaller percentage belonged to formal groups, like to sport or religious groups. The scopes to meet the groups were most often for amusement and also for talking about one's personal problems.Surprisingly, the differences of descriptions of oneself and the own group, oneself and the self-defined outgroup, oneself and drug abusers, did not differ considerably among informal and formal groups. Also informal and formal groups described the ingroups equally favorably and outgroups equally unfavorably. Moreover the results show that informal and formal groups did not differ in the perception of difficulty in coping with developmental tasks.These results indicate that the type of groups is not a crucial variable in explaining differences in evolution of the self-system in adolescents.
In Italy, almost all adolescents join one or more peer-groups fairly regularly and are aware of the existence of different types of peer-groups. This chapter reports on several studies on adolescents and the importance of their peergroups. It reviews investigations of social psychological aspects of adolescents and their peer-groups and, more specifically, of ecological aspects of peergroups, dynamics of social categorization, and the effects of the relationship between the individual and the group on selfdescription and the perception of others. As far as social categorization processes are concerned, support was found, in part, for Turner's (1981) self-categorization theory, and in part, for Deschamp's (1982) co-variation thesis.
This study was designed to explore critical events during adolescence and coping processes as dependent, first, on the relationship with peers, and second, on the type of peer‐groups teenagers join. In all, 75 young people, members of four street groups and two religious groups, were given a questionnaire assessing identification with their peers and demographic characteristics, and then interviewed about critical events. The results show that the nature of the group individuals join is of minor importance, whereas the relationship established with peers is crucial: highly identified subjects not only more often join their peers but seem to derive more profit from interactions with people in general, both peers, friends, and parents. The peer‐group is important, not to substitute for contacts with the family or other persons, but as a social entity to fill a vacuum during adolescent years.
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