The similarity of attitudes towards personal and impersonal types of authority among adolescent schoolchildren (original) (raw)
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Characteristics and Types of Authority: the Attitudes of Young People. A Case Study. This paper focuses on the socio-psychological dimension of authority as a culturalintegrative category. The results are presented of research into students’ perceptions of desirable, positive characteristics of authority, providing an insight into what constitutes the qualities of certain types of authority. The dynamic interplay among social norms, beliefs and perceptions of real life influence the students’ view of what authority is, as a role model, in Serbia today, still suffering the consequences of the disintegration of social norms. Six hundred and fifty-five students participated in the research project by filling in a questionnaire on the characteristics of authority. The results of factor analysis point to three relatively independent types of authority: charismatic, traditional and bureaucratic. The results are discussed in the context of changing authority rank in a transitional society ...
Children's concepts of authority and social contexts
Journal of Educational Psychology, 1993
This study examined children's concepts of authority with regard to type of authority directive and social context. Ss (10 boys, 10 girls) in K-lst, 2nd-4th, and 5th-6th grades were presented with hypothetical situations in which a school principal issues directives to children in 3 contexts outside of their school: (a) a different school, (b) a public park, and (c) a child's home. Directives were aimed at stopping or allowing fighting or ball playing and making a rule against fighting or ball playing. Children's evaluations of the legitimacy of the principal's actions were assessed. In general, Ss rejected the principal's authority outside the jurisdiction of the school, although K-lst-grade subjects were more likely to accept the principal's rule making or stopping children from playing ball in the park. The results show that children conceptualize authority with respect to social position and within the bounds of specific social contexts.
2020
Understanding whether there is a relationship between perceived parental authority styles and self-esteem in high school students is the main purpose of the study. In addition, the effects of gender, age, mother's education level, father's education level and family's economic status on perceived parental authority styles and self-esteem were investigated. Whether the variables fit the normal distribution or not was tested with the Shapiro-Wilk test, and the variables that did not fit the normal distribution were given with median, minimum and maximum values. "Mann Whitney U" test was used in the analysis of the differences between the two groups, and the "Kruskal Wallis H" test was used for the differences between 3 or more groups. Relationships between variables were analyzed using "Spearman Correlation Coefficient". Statistical analyzes were made using IBM SPSS Statistics 22.0 program. Significance level was taken as 0.05. 209 male and 210 female high school students participated in the research. It was observed that the participants defined their family's parent attitudes as highly democratic, medium-level protective-willing, and low-level authoritarian. It was observed that the democratic parental attitude did not have a significant effect on the self-esteem of individuals, and the self-esteem perceptions of the participants with protective-willing and authoritarian parental attitudes were found to be high. There was no significant effect of gender and age factors on the perception of parental attitudes and self-esteem level. It was observed that as the education level of the mother increased, the democratic parental attitude perceived by the participants also increased. There was no significant relationship between mother's education level and selfesteem. It was observed that as the father's education level increased, the perceived democratic parental attitude ratio also increased, but a significant relationship was not found between the father's education level and the participants' self-esteem level. It has been observed that the very high economic level of the family increases the authoritarian parental attitude rate compared to families with medium economic status. It was observed that the self-esteem of the participants with low income level was higher than the participants with middle and high income level. It was determined that the family's economic status did not have a significant effect on protective-willing and democratic parenting attitudes.
Measuring Perceptions of Authority
1974
The purpose of this study was to make a preliminary effort to explore subordinate perceptions of authority as measured by semantic differential-type scales through factor analytic techniques in order to determine the dimensional structure which results from subordinate responses to the question of authority use. Descriptions of authority from several disciplines were reviewed to reveal general characteristics of descriptions of authority. Adjectives selected from the literature were presented to 126 subjects as semantic differential type scales with the request that the subjects evaluate family authority figures. The results of the research were interpreted to have supported many of the general characteristics discovered in the literature. Problems of interpretation of factor analytic results and implications for further research are con.-idered.
Ethics in Progress, 2018
Based on the Social Cognitive Domain Theory, the paper explored the adolescents’ conceptions of teacher authority in different domains and their relations to rule violations in school. The main results are: 1) Adolescents viewed moral, conventional, and prudential issues as legitimately subject to teachers’ authority and personal issues as under personal jurisdiction, but they were equivocal about contextually conventional issues. 2) Seventh graders judged all acts as more legitimately subject to teachers’ authority, all rule violations as more negative than did older students. 3) Compared with adolescents from big cities, adolescents from rural area viewed moral, conventional, contextually conventional, and personal issues as more legitimately subject to teacher authority, and endorsed less personal jurisdiction over those issues; but there were no significant differences in moral domain. 4) Male subjects reported more violations in conventional and prudential domain. 5）Adolescents’ older age, less endorsement of legitimacy of teacher authority, and greater dislike for school predicted more teacher- and self-reported misconducts. Implications for moral education from these results were also discussed.
The role of teacher's authority in students' learning
Journal of Education and Practice, 2015
The current article attempts to examine the relation between authority styles of teachers and learning of students of secondary school of district 9 Tehran. The researcher has collected theoretical information by library method and then arranged the field information from teachers of secondary schools of district 9 of Tehran by questionnaire; the sample size has been selected randomly with number of 200 persons. For collecting information and data for analysis, one has used researcher-made questionnaire of authority and learning. In this stage one has consulted with advisor professors and consultants and experts to design questionnaire and thus it has been ensured that the questionnaires are characterized with desired properties. In this research one has used the Cronbach's alpha method for determining the reliability of the test. the results of Pearson test has shown that considering the significance level, all sources of authority of teachers has significant relation with stud...
International Journal of Environmental Research and Public Health, 2022
School climate is related to a wide variety of positive results at the school level; however, its relationship with the construct of values has received little attention, despite being a key variable in the development of personality. This study aimed to examine the direct and indirect relationships between school climate, attitudes towards authority, and values. The participants in this study were 2683 students (51.2% men and 48.8% women) from 32 schools aged between 12 and 20 years (M = 15.78 years, SD = 1.35). Two models of structural equations were estimated, and the model that best fit the data confirmed that school climate was indirectly related to values through attitudes towards authority. The reciprocal and interactive relationships between school climate, attitudes towards authority, and values are also discussed.
ETHICS IN PROGRESS, 2018
Based on the Social Cognitive Domain Theory, the paper explored the adolescents’ conceptions of teacher authority in different domains and their relations to rule violations in school. The main results are: 1) Adolescents viewed moral, conventional, and prudential issues as legitimately subject to teachers’ authority and personal issues as under personal jurisdiction, but they were equivocal about contextually conventional issues. 2) Seventh graders judged all acts as more legitimately subject to teachers’ authority, all rule violations as more negative than did older students. 3) Compared with adolescents from big cities, adolescents from rural area viewed moral, conventional, contextually conventional, and personal issues as more legitimately subject to teacher authority, and endorsed less personal jurisdiction over those issues; but there were no significant differences in moral domain. 4) Male subjects reported more violations in conventional and prudential domain. 5）Adolescents...
Journal of Research on Adolescence, 2012
This study investigated whether respect for adult and peer authority are separate attitudes which have distinct relationships with aggressive and manipulative behavior. Items assessing admiration for and obedience toward parents, teachers, popular students, and friend group leaders were administered to 286 middle school students (M age = 12.6 yrs). Factor analysis revealed two primary factors which corresponded to adult-directed and peer-directed respect orientations.