The interplay of emotion, cognitive, and authority factors in the legal socialization model

这个项目研究为什么有些青少年比其他人更容易违反规则。具体来说，它测试了法律的社会化理论的扩展版本，该理论将情感纳入其中，以帮助我们更好地理解为什么一些青少年滥用药物，欺负同龄人，暴力行为，和/或偷窃。法律的社会化理论的研究发现，人们对公平的感知和对法律的问题的推理塑造了他们对权威（警察、父母、教师）的信任和态度，反过来又影响他们的违规行为。然而，研究还没有检验羞耻、内疚、愤怒和恐惧等情绪如何符合违规行为的法律的社会化模型。本研究旨在探讨这种情绪在法律的社会化过程中对违规行为的促进或抑制作用。特别是，它旨在收集纵向数据，从一个新的队列的中学青少年和一个老样本的新兴的成年人谁以前接受采访。这项研究将首先研究情绪在整个青春期和成年期的变化。其次，它将研究这些情绪如何预测后来的违规行为。第三，它将比较以下三种人的情绪、推理和态度：（a）在青春期从未从事过违规行为的戒断者;（B）仅在青春期从事违规行为的限制戒断者;（c）在成年初期继续违规的生命历程违规者。第四，我们的研究将调查法律的推理、态度和对权威的信任通过对青少年和成年初显期各种情绪的影响而影响违规行为的程度。最终，研究结果将为学校干预设计和政策提供重要信息，旨在通过解决促进或抑制此类行为的认知和情绪来减少欺凌和药物滥用等行为。

This project examines why some adolescents are more likely to break rules than others. Specifically, it tests an expanded version of legal socialization theory that incorporates emotion to help us better understand why some teenagers misuse drugs, bully their peers, act violently, and/or steal. Research about legal socialization theory finds that people's perceptions of fairness and their reasoning about legal matters shape their trust of authorities (police, parents, teachers) and their attitudes, which, in turn, influence their rule-breaking behaviors. Research, however, has yet to examine how emotions like shame, guilt, anger, and fear might fit into the legal socialization model of rule-breaking behavior. The present study proposes to address the role that such emotions may play in the legal socialization process to either promote or inhibit rule-breaking behavior. In particular, it seeks to collect longitudinal data from a new cohort of middle school adolescents and from an older sample of emerging adults who have previously been interviewed. The study will first examine how emotions change throughout adolescence and emerging adulthood. Second, it will examine how these emotions predict later rule-breaking behavior. Third, it will compare the emotions, reasoning, and attitudes of: (a) abstainers who never engaged in rule-breaking behavior during adolescence; (b) adolescence-limited desisters, who only engaged in rule-breaking behavior during adolescence; and (c) life course rule-violators who continue to break rules in emerging adulthood. Fourth, our study will investigate the degree to which legal reasoning, attitudes, and trust in authorities affect rule-breaking behavior via their effects on various emotions in adolescence and in emerging adulthood. Ultimately, the findings will provide important information for school-based intervention design and policies aimed at reducing behaviors like bullying and substance misuse by addressing both the cognitions and the emotions that promote or inhibit such behaviors.