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

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