Attitude Transference and Deviant Behavior: A Comparative Study in Japan and the United States

Kobayashi, Emiko; Akers, Ronald L.; Sharp, Susan F.

doi:10.1080/01639621003776002

Cited by 10 publications

(8 citation statements)

References 35 publications

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“…In other words, higher approval of aggressive and delinquent behaviors among classmates predicted higher subsequent individual approval. This is in line with general theories on peer influence (e.g., Thornberry, 1987) and the assumption that attitude transference occurs between adolescents (Akers, 2009;Burgess & Akers, 1966;Kobayashi, Akers, & Sharp, 2011).…”

Section: Influence Of Injunctive Classroom Norms On Individual Attitudes Towards Antisocial Behaviorsupporting

confidence: 89%

“…With regards to delinquency, Kobayashi et al (2011) examined attitude transference in a cross-sectional study using a sample of university students. Respondents were asked about their attitudes towards illegal and less serious rule-breaking acts.…”

Section: Empirical Evidence For Attitude Transference In Adolescent Peer Groupsmentioning

confidence: 99%

“…When engaging in deviant talk, for example, adolescents exchange ideas on how to perform deviant acts or tell each other about earlier deviant acts, which is followed by reinforcing reactions from their peers (for an overview, see Dishion & Tipsord, 2011). These mechanisms may lead to individual adoption of peer norms, which in turn provides a cognitive predisposition for exhibiting antisocial behavior (Kobayashi, Akers, & Sharp, 2011).…”

mentioning

confidence: 99%

“…It is important to note that transference does not mean that the individual is a passive recipient of group norms; rather, attitudes are formed by interactive processes between group members. It can therefore be expected that while a single person is influenced by a group, he or she in turn also contributes to shaping the normative climate of the group (Kobayashi et al, 2011).…”

mentioning

confidence: 99%

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Attitude Transference Among Adolescents: The Relationship Between Injunctive Classroom Norms and Individual Antisocial Attitudes

Hofmann

Müller

2016

J Cogn Educ Psych

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Cognition plays a major role in the development of antisocial behavior. The aim of this study was to extend the current state of research regarding the mechanisms of negative peer influence in adolescence by testing whether aggregated classroom attitudes (injunctive norms) predict individual attitudes toward antisocial behavior and vice versa. For that purpose, attitudes toward a broad range of aggressive and delinquent behaviors were assessed in 864 lower secondary school students in Switzerland. The survey took place at 4 measurement points, spanning Grade 7 to Grade 9. The reciprocal influence between group norms and individual attitudes was tested in a lagged multilevel model for change. Results indicated that injunctive classroom norms predicted subsequent individual attitudes but that individual attitudes did not predict subsequent classroom norms, even if student’s social dominance status was included in the model as a moderator.

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Section: Influence Of Injunctive Classroom Norms On Individual Attitudes Towards Antisocial Behaviorsupporting

confidence: 89%

Section: Empirical Evidence For Attitude Transference In Adolescent Peer Groupsmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Attitude Transference Among Adolescents: The Relationship Between Injunctive Classroom Norms and Individual Antisocial Attitudes

Hofmann

Müller

2016

J Cogn Educ Psych

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“…In addition, using the same dataset, Kobayashi, Sharp, and Grasmick (2008) found lower levels of deviance in their Japanese sample than in their American sample. The same Japanese youth also supported the applicability of attitude transference (see Kobayashi, Akers, & Sharp, 2011).…”

mentioning

confidence: 56%

Prevalence and Risk Factors for Self-Reported Violence of Osaka and Seattle Male Youths

Bui

Farrington

Hill

2013

Int J Offender Ther Comp Criminol

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Traditionally, Japan has been regarded as a country with low crime. Comparative research has given insights into the extent of similarities and differences in crime between America and Japan. The importance of these studies is the examination of whether Western-established criminological knowledge is applicable to non- Western societies like Japan. Unfortunately, comparative self-report studies involving Japan and investigating youth offending are scarce. The current study investigates risk factors and self-reports of violence from Osaka and Seattle male youths. The findings reveal that Japanese male youths self-report a higher prevalence of violence than Seattle male youths. Risk factors for violence, issues of comparability, and prevalence versus strength of relationships of risk factors are examined. It is concluded that the higher prevalence of violence in Osaka is primarily a function of the higher prevalence of troubled peers and risk taking. The findings call for replication of this type of comparative research.

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What International Research Has Told Us About Criminological Theory

Antonaccio¹,

Botchkovar²

2015

The Handbook of Criminological Theory

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Attitude Transference and Deviant Behavior: A Comparative Study in Japan and the United States

Cited by 10 publications

References 35 publications

Attitude Transference Among Adolescents: The Relationship Between Injunctive Classroom Norms and Individual Antisocial Attitudes

Attitude Transference Among Adolescents: The Relationship Between Injunctive Classroom Norms and Individual Antisocial Attitudes

Prevalence and Risk Factors for Self-Reported Violence of Osaka and Seattle Male Youths

What International Research Has Told Us About Criminological Theory

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