No description available.

While research suggests that peer influence can lead to increases in undesirable behaviours of adolescents, there has been little focus on the specific mechanisms of influence. A relatively small literature examining social interactions between peers has found that the discussion of rule breaking topics by pairs of boys relates to how much problem behaviour the boys engage in. This research is limited by its reliance on a set of similar samples from a North American population base. This thesis explored the relationship between social interaction and behaviour with sample from New Zealand Aotearoa. Nine pairs of Year 10 boys were recruited primarily from two high schools. A half-hour conversation was video taped for each pair. These conversations were coded on the basis of the nature of the talk between pairs of participants following the coding system proposed by Poe, Dishion, Griesler and Andrews (1990). The coded behaviours were analysed and compared to measures of previous rule breaking behaviours. The duration of rule breaking talk was found to correlate with the level of previous rule breaking behaviour. It was not clear whether the amount of rule breaking talk was related to the amount of laughter following it. Possible explanations are discussed. While generalisations from these results are limited by an unexpectedly small sample size, they show similarity to the previous research findings. The findings, the difficulties in recruitment to the research and the implications of these for future research are discussed.

In the hospitality industry, the role of the frontline employee is integral. These employees are the face of the organization and have a strong role in shaping and forming the opinions of consumers by way of their product and service delivery. Therefore, the decisions an employee makes during the product or service delivery is critical in maintaining the relationship with the customer. Employees may be faced with opportunities to better service a customer at the cost of breaking an organizational rule or procedure. When an employee is faced with this dilemma and decides to break the rule on the behalf of the customer knowing the risks involved, this is called prosocial rule breaking. One distinct difference between this concept and general rule breaking is that this is performed as a nonselfish gesture; the employee does not receive any personal benefit. To examine this further, this study investigated the overall propensity to participate in prosocial rule breaking and the impact of the Big Five personality dimensions on prosocial rule breaking. To gain a better understanding of these constructs, a review of literature related to ethical decision making, prosocial behavior, and the five factor theory of personality was conducted. To investigate the research objectives, a purposive sample of frontline employees from a nationally branded restaurant chain completed a four part self-administered questionnaire by answering questions on the five factor personality dimensions through the Big Five Inventory (BFI), a restaurant based scenario followed by Morrison's (2006) prosocial rule breaking scale, a section on demographic information, and an open ended section for qualitative comments. Overall, three-hundred and five (305) usable questionnaires were completed and interpreted. The results demonstrated that this sample of restaurant employees revealed a moderate propensity for prosocial rule breaking. Moreover, the results revealed that the Agreeableness dimension is the most common personality dimension for this group of restaurant employees, but the Conscientiousness domain was the best predictor of one's propensity not to participate in prosocial rule breaking. The implications for managers from this study indicate a need for managers to recognize and encourage prosocial behaviors from their employees. They also need to understand which personality domains contribute to prosocial behavior, which can ultimately have implications for hiring, selection, and training.

Children’s social information processing (SIP) encompasses cognitive and behavioral sequence that underlies social responses. SIP in peer interactions is well studied. Less is known about SIP in mother-child interchanges. Youth who show one SIP pattern a hostile attribution of intent (HAI) bias—in peer interactions consistently exhibit externalizing symptoms. This relationship is less consistently observed for HAI biases toward mothers. I hypothesized that this inconsistent association reflects moderating factors; specifically, engaging in foundational parenting practices (monitoring/supervision, consistent discipline) would weaken the relationship between HAI biases toward mothers and externalizing behaviors. Logistic regression yielded limited support for hypotheses. Consistent discipline predicted externalizing behaviors in some contexts; however, moderator effects were not detected. Isolated parenting practices thus may not buffer against the risk of externalizing behaviors linked to HAI biases toward mothers. Future research might examine how different HAI biases (peer, mother, etc.) related to each other and outcome variables.

According to the General Theory of Crime, lower self-control individuals with sufficient opportunities are most likely to engage in crime or analogous acts. This study tested three hypotheses drawn from the General Theory of Crime. Specifically, this study tested the low selfcontrol to rule-breaking behavior association, self-selection and tested restricted or enhanced opportunities as moderators of the low self-control and rule-breaking link. Early adolescents reported their self-control, unsupervised time, parental solicitation, rules, affiliation with antisocial peers and rule-breaking behavior. Parents reported their perceptions of adolescents' rule-breaking. Lower self-control was associated with more adolescent- but not parent-reported rule-breaking. Lower self-control was linked to more rule-breaking behavior indirectly through unsupervised time, parental solicitation and antisocial peers. Lower self-control was more strongly associated with rule-breaking at higher, as compared to lower, levels of opportunities. Results clarify and extend understanding of the role of restricted or enhanced opportunities in the General Theory of Crime.

Criminological, psychological, and developmental researchers have relentlessly explored behavioral characteristics and juvenile justice outcomes in an effort to establish the most appropriate means of analyzing childhood and adolescent problem behaviors. Cross-discipline, empirical evidence and factor analytic research has consistently identified the presence of two predictive concepts, physical aggression and nonaggressive rule-breaking. Research pertaining to the risk factors and correlates of these two distinct substructures of offending align with theoretically postulated typologies of delinquency and offending as well as the frequently cited patterns of delinquency and offending within reviews of longitudinal research. Using longitudinal data from a sample of 756 at-risk, males and females during late childhood and early adolescence, the present research examined variations in latent trajectories of physical aggression and nonaggressive rule-breaking as well as empirically substantiated risk factors that may influence problem behaviors and juvenile justice involvement. The findings support a 4-class model for both physical aggression and nonaggressive rule-breaking as well as a relationship between supported risk factors and latent class membership. A comprehensive understanding of physical aggression and nonaggressive rule-breaking may provide the basis for targeted, problem-specific strategies aimed at early intervention.

Socratic seminars have long been practiced internationally by educators and philosophers as a supplement to classroom teaching and coaching. However, the rationales and effects of this methodology including how these effects are achieved have not been thoroughly investigated or systematically analyzed. The first section of this study is a theoretical review of literature, investi-gating the pedagogical rationales for using a Socratic methodology. The second section is an analysis of sixteen seminars conducted over three years with children from five to sixteen years old. The students’ body language and group interaction were analyzed closely through a phenomenological approach. The analysis focused on how the seminar culture was taught and learned and whether the intended methodology made a difference. The literature review reveals that the various Socratic traditions describe a set of methodological steps to attain similar objectives. By using these steps, intellectual and dialogical habits of mind are expected to be internalized. The seminar analysis shows that the skilled participants shifted their interaction towards an “inquiring” dialogue over time, and that the distribution of rhetorical power changed to a more cooperative communication. The students’ learning proceeded through a series of stages, partly different from the anticipated ideal. The facilitator’s ability to handle rule breaking, and to create a safe environment for intellectual exploration, was significant. The findings show that intricate “silent” moves like gestures and glances helped maintain a productive and egalitarian seminar culture. The participants developed their thinking skills over time, evolving from relativism to critical examination.

The school-to-prison pipeline is an expansive issue that impacts the educational and criminal justice systems in the United States. Traditionally, the research has linked the prevalence of the pipeline to factors based within school systems. These systemic factors include the use of zero tolerance policies, exclusionary disciplinary practices, and the presence of school resource officers. The proposed study aims to assess the impact of factors that perpetuate the school-to-prison pipeline that are non-systemic in nature. For the purposes of this study, the non-systemic contributors to the school-to-prison pipeline to be assessed are parental socialization, child self-control, learned noncompliance, child resilience, child problem behaviors, and child deviance. Scales for each non-systemic contributor were created and complied into a survey instrument. The study utilized an exploratory, quantitative methodology and non-experimental research using a survey approach in a cross-sectional design to assess the perceptions of non-systemic contributors of the school-to-prison pipeline among mental health professionals who service youth at risk for justice system involvement. A sample of 71 mental health professionals participated in the study. Results indicated that resilience predicted behavior problems in schools above and beyond any other non-systemic contributor. This finding produced wide-ranging implications for the manner in which children are socialized at home and disciplined at school.

Bakgrund Som statsanställda ska lärare vid Sveriges statliga universitet och högskolor lojalt följa de regler som gäller för verksamheten. Mer kunskap behövs dock kring de faktorer som predicerar högskolelärares förhållningssätt till och arbete i enlighet med det regelverk som gäller i kontakten med studenterna och vid bedömning av studentprestationer. Metod En webbenkätundersökning (n = 3625 svar) genomfördes med syfte att genom bivariat korrelation och multipel regressionsanalys predicera svenska universitets- och högskolelärares (1) rapporterade a-steg från det nationella regelverket i förvaltningslagen och högskoleförordningen respektive (2) intention att följa regelverket. Följande prediktorer ingick i analysen: Upplevda konsekvenser för (3) läraren själv respektive (4) andra om regelverket inte följdes; (5) kollegornas regelefterlevnad; (6) upplevd förmåga och möjlighet att följa regelverket; (7) upplevelse att regelverket är betungande, onödigt och ineffektivt (överbyråkratisering); utbildning i (8) juridik respektive (9) statsvetenskap; (10) organisatorisk rättvisa; (11) studenternas bemötande av läraren; (12) negativ attityd till studenternas rättigheter och ställning. Därutöver ingick de demografiska variablerna (13) kön, (14) ålder och (15) anställningstid. Resultat De erhållna multipla regressionsmodellerna förklarade 25 % av variansen i intention att följa regelverket (ej signifikant bidrag från prediktorerna 8 och 11) respektive 11 % av variansen i avsteg från regelverket (endast signifikant bidrag från prediktorerna 2, 3, 5, 6, 8, 11 och 14). Intention att följa regelverket förklarade ensamt 5 % av variansen i avsteg från regelverket. Slutsats Intention att följa regelverket och avsteg från regelverket kan i viss utsträckning förklaras av studiens prediktorer. Stor andel varians förblir dock oförklarad och effektstorlekarna var genomgående små. Mer preciserade beteenden förmodas ge högre förklaringsvärde i fortsatta studier. / Background According to the Swedish Instrument of Government (regeringsformen), “public power is exercised under the law” (chap. 1, art. 1, sec. 3). This states that, being public servants, teachers at Sweden’s public-sector universities and university colleges must loyally abide by the rules that are applicable to their sector. Despite the higher education sector being the largest public service sector in Sweden (with 76 000 employees and 350 000 students), and a very great deal of discretion is given to the teachers – when giving grades, for instance, as the student is not allowed to appeal against the grading decision to a higher institution – there is an apparent lack of research dealing with university teachers’ relation to the regulations. The aim of this study is to investigate variables that predict university teachers’ intention to comply with the regulations and act in accordance with the national rules that apply in the meeting with students and when assessing student performances. Method A web survey (n = 3625 received responses; response rate: 14.8 %; 1822 females, 1775 males, 28 other; age M = 51.1 years, SD = 9.3 years) was conducted in April of 2020 with the aim of predicting Swedish university and university-college teachers’ (1) self-reported breach of national regulations found in the Swedish Administrative Procedure Act (förvaltningslag) and Higher Education Ordinance (högskoleförordning) and their (2) intention to comply with the regulations. The following predictors were included in the analysis: Perceived consequences for (3) the teacher and for (4) others (i.e. students, the higher education institution itself and society) if regulations were not followed; (5) the extent of rule abidance among the teacher’s colleagues (descriptive norms); (6) perceived ability and possibility to abide by the rules (behavioral control); (7) perception of the rules being burdensome, unnecessary and ineffective (level of red tape); education in (8) law or (9) political science (“1” coded as having an education in the field); (10) organizational justice; (11) how the students treat the teacher (interpersonal justice); (12) negative attitude towards the students’ rights and position.In addition, the demographic variables (13) gender (“1” coded as female), (14) age and (15) years of employment were included as control variables. Results Breach of national regulations The ten most common rule-breaking behaviors performed by the teachers included Assessing a student without being able to distinguish the student’s performance from that of other students, for instance in group exams (39.3 %) Using derogative expressions (e.g. made fun of, using foul language) about a student internally in the organization towards a colleague (30.0 %) Refraining from responding to a student’s questions, e.g. in an e-mail or in a conversation (17.8 %) Taking other factors into consideration than the student’s expressed knowledge when deciding to pass a student. For instance, considering lack of time and resources; the student’s need for student financial aid to make a living, which depends on the student’s completed courses; your department’s need of state funding based on the student’s completed education (12.0 %) Giving different supplementary assignments based on the reason for the student’s missing attendance (11.4 %) Giving a single student the possibility for a retake, without offering the same opportunity to the other students in the course being in a similar situation (10.4 %) Refraining from notifying the vice-chancellor of there being grounds for suspecting that a student has attempted to deceive during an examination (9.6 %) Using a different examination format from the one/those stipulated in the course syllabus (9.2 %) In the document containing the grading decision, refraining from stating the names of all teachers that have helped with the assessment of a test (8.9 %; 10.4 % of the examiners) With the purpose of easing your workload, informing a student that a supplementary assignment will be more laborious than the ordinary assignment (7.0 %) Predicting intention to comply with the regulations All variables had a significant bivariate correlation with intention to comply with the regulations, having directions of the relationships that were in accordance with those hypothesized. However, some relations changed when combining all variables using a linear multiple regression. The linear multiple regression model explained 25 % of the variance in intention to comply with the regulations. The following predictors had a significant negative association with intention: (3) Consequences for the teacher if regulations were not followed (β = −0.05) (4) Consequences for others if regulations were not followed (β = −0.23) (7) Red tape (β = −0.08) (9) Education in political science (β = −0.03) – contrary to what was expected (12) Negative attitude towards the students’ rights and position (β = −0.04) (14) Age (β = −0.04) (15) Time of employment (β = −0.04) The following predictors had a significant positive association with intention: (5) The extent of rule abidance among colleagues (β = 0.08) (6) Perceived ability and possibility to abide by the rules (β = 0.15) (10) Organizational justice (β = 0.04) (13) Gender (β = 0.14) Contrary to expectation, these predictors did not have any significant contribution: (8) Education in law (11) How the students treat the teacher Predicting breach of regulations All variables, except (9) education in political science, had a significant bivariate correlation with breach of regulations, having directions that were expected from the hypotheses. However, many variables were found to have a non-significant contribution when combining all variables using a linear multiple regression. Intention to comply with regulations, by itself using bivariate correlation, explained 5 % of the variance in breach of regulations (r = −0.23). The linear multiple regression model explained 11 % of the variance in breach of regulations. The following predictors had a significant positive association with breach of regulations: (3) Consequences for the teacher if regulations were not followed (β = 0.06) (8) Education in law (β = 0.04) – contrary to what was expected The following predictors had a significant negative association with intention: (2) Intention to comply with the regulations (β = −0.15) (5) The extent of rule abidance among colleagues (β = −0.05) (6) Perceived ability and possibility to abide by the rules (β = −0.10) (11) How the students treat the teacher (β = −0.11) (14) Age (β = −0.08) Contrary to what was expected, these predictors did not have any significant contribution: (4) Consequences for others if regulations were not followed (7) Red tape (9) Education in political science (10) Organizational justice (12) Negative attitude towards the students’ rights and position (13) Gender (15) Time of employment Limitations The following limitations should be considered and accounted for in future research: Due to assumed response bias and socially desirable responding, the reported level of intention to comply with the regulations is probably inflated while the reported number of rules broken is probably deflated. Differing specificity levels of the behaviors have been studied, resulting in a difference in compatibility. Variables 2–7 included more general questions about the regulations, while actual breach of regulations (variable 1) have included more specific rule-breaking behaviors. Some rule-breaking behaviors included in this survey fall within a gray area. Some respondents, for instance, report it being difficult to determine when criticism towards a student could be perceived as offensive. Thus, there is room for improvement regarding the wording of the items in the developed instrument. What constitutes a violation of the rules is ultimately decided by a legal institution (e.g. a court of law). The assumptions for the linear multiple regressions were not met in terms of homoscedasticity and normality of the residuals due to extreme skewness of the data. This affects the reliability of the multiple-regression models. The internal consistency of the measure of negative attitude towards students’ rights and position was low (Cronbach’s α = −0.60) and the items should be improved to increase the reliability. Conclusion The intention to comply with the regulations and the breaches of the regulations can to some extent be explained by the predictors included in this study. However, a large portion of the variance remains unaccounted for and the general effect sizes were small. More specific behaviors are assumed to contribute to better reliability in future studies.