This research addressed whether perceptions of antisocial peers play a role in shaping individual perceptions of the legitimacy of school authority figures in young people. Using data from a sample of 102 young people from Brisbane, Australia, who participated in the Ability School Engagement Program, we examined whether associating with peers who engage in antisocial behavior was related to perceptions of the legitimacy of school authority over time. Mixed-effects linear regression analyses indicated that associations with antisocial peers were related to poorer perceptions of school authority over a 2-year period. We also found that antisocial peer associations had a bigger impact on perceptions of school legitimacy for girls compared to boys. These relationships, however, were not statistically significant when perceptions of school procedural justice were controlled for, suggesting the important role of school procedural justice in shaping perceptions of school legitimacy, even among young people who associate with more antisocial peers.

中文翻译：

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将教师视为程序只是限制了不良同伴协会的负面影响：澳大利亚青少年男孩和女孩对学校权威的看法的分析

这项研究探讨了对反社会同龄人的看法是否在塑造年轻人对学校权威人士合法性的个人看法方面发挥了作用。我们使用来自澳大利亚布里斯班的 102 名参加能力学校参与计划的年轻人的样本数据，研究了与从事反社会行为的同龄人交往是否与随着时间的推移对学校权威合法性的看法有关。混合效应线性回归分析表明，在 2 年内，与反社会同龄人的关联与对学校权威的较差看法有关。我们还发现，与男孩相比，反社会同伴协会对女孩对学校合法性的看法有更大的影响。然而，这些关系，