Teachers' Compassionate Love, Teachers' Esteem and Students' Attitudes towards the Justice System: The Mediating Role of School Belonging

Autor/inn/en	Virat, Mael; Leoni, Véronique; Archambault, Isabelle
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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