Effects of self-concept and perceived disapproval of delinquent behavior in school children

It is argued that a multidimensional approach to self-concept may reveal intricate relations between self-concept and delinquent behavior, and that perceived approval of delinquent behaviors from referent groups may be related to the frequency of their occurrence. To evaluate these hypotheses, 1668 students from Grade 7 to Grade 9 responded to a questionnaire that measured their general self-esteem; their self-concept with regard to physical ability, social ability, physical appearance, and academic ability; the frequency they committed 15 delinquent acts; and the perceived approval of committing these acts from their parents, teachers, and friends. Regression analyses indicated that poor academic self-concept and poor relationship with school and parents were related to a higher frequency of delinquent behavior. However, a higher frequency of delinquent behavior was related to a more positive selfconcept with regard to social ability and physical ability. Finally, higher perceived approval from parents and peers was related to more delinquent behavior. Implications of these findings for identifying the antecedents and consequences of delinquent behavior were discussed.Received his Ph.D. from University of Illinois in social, industrial, and organizational psychology. His research interests included cross-cultural psychology, social justice, and the psychology of adolescence.Received his Ph.D. from Purdue University, and his research interests include values, selfconcept, family processes, and the psychology of adolescence.     

Conflict Resolution Styles in Family Subsystems and Adolescent Romantic Relationships

The purpose of the present study is to examine how conflict resolution styles between one family dyad is related to other family dyads and how conflict resolution styles within these family dyads are related to conflict resolution styles in one relationship outside the family—adolescents' romantic relationships. Late adolescents (n = 217) were asked to report their perceptions of three resolution styles used in interparent, mother–adolescent, father–adolescent, sibling, and romantic couple conflicts. Based on the cases with complete data (n = 163), path analyses indicated that both direct and indirect relationships exist between these dyadic relationships: (1) Resolution styles utilized in the interparent subsystem were found to have a direct relationship with mother–adolescent and father–adolescent resolution and an indirect relationship with sibling and romantic couple resolution. (2) Mother–adolescent and father–adolescent resolution were found to have a direct relationship with sibling and romantic couple resolution. (3) Sibling resolution was found to have a direct relationship with romantic couple resolution for negative resolution styles, but not for the positive resolution style of compromise.     

Developmental Changes in Conflict Resolution Styles in Parent–Adolescent Relationships: A Four-Wave Longitudinal Study

In this study, changes in three conflict resolution styles in parent–adolescent relationships were investigated: positive problem solving, conflict engagement, and withdrawal. Questionnaires about these conflict resolution styles were completed by 314 early adolescents (M = 13.3 years; 50.6% girls) and both parents for four consecutive years. Adolescents’ reported use of positive problem solving increased with mothers, but did not change with fathers. Fathers reported an increase of positive problem solving with adolescents, whereas mothers reported no change. Adolescents’ use of conflict engagement was found to temporarily increase with mothers, but showed no change with fathers. Mothers and fathers reported a decrease in conflict engagement with adolescents. Adolescents’ use of withdrawal with parents increased, although this increase was temporarily with mothers. Mothers reported no change in withdrawal, whereas fathers’ use of withdrawal increased. Generally, we found that both adolescents and their parents changed in their use of conflict resolution from early to middle adolescence. These results show that conflict resolution in parent–adolescent relationships gradually change in favor of a more horizontal relationship.     

The value of physical change in adolescence: Consequences for the parent-adolescent exchange relationship

This research examines the effects of specific physical changes associated with puberty on peer and parent relationships of early and middle adolescent white boys. The data used are from a longitudinal study of Milwaukee school children conducted by Simmons and Blyth (1979). On the basis of past research, most of the physical changes that occur during puberty were expected to increase peer status. According to Richer's (1968) exchange model, these positive effects in the domain of peer relations should, in turn, reduce the resource dependency of the adolescent on his parents. As a result, greater independence from parents should ensue and the likelihood of conflict should increase. As expected, significant positive relationships were found for the effects of various physical changes on most peer status variables and independence from parents. However, no significant relationships were found for the effects of physical changes on parent-adolescent relationship quality or conflict with parents. Also contrary to expectations, controlling for changes in peer status did not alter the positive effects of physical change on independence from parents. Finally, tests for interactions showed that the parent-adolescent relationship was negatively affected when parents did not grant greater independence to the physically changing adolescent. In conclusion, it is suggested that while resource dependencies may indeed change during puberty, parents alter their expectations for their children and grant greater independence based on the adolescent's physical appearance alone.An earlier version of this article was presented at the annual meeting of the National Council on Family Relations, New Orleans, 1989. It is based on the author's doctoral dissertation, submitted to the University of Minnesota.The author has a Ph.D. in sociology from the University of Minnesota. He is currently analyzing data from the recently completed National Survey of Families and Households on dating and remarriage in later life. He is also continuing his analysis on the data set used here to explore changes in the factor structure of orientations to parents and peers as a result of pubertal and other early adolescent transitions.     

Effects of self-monitoring and perceived approval on delinquent behavior among Hong Kong adolescents

It has been established that perceived approval from relevant others is related to delinquent behavior. The aim of the present study was to investigate how this relationship was mediated by self- monitoring. Eight hundred twenty-eight students from Grade 7 to Grade 9 were asked to respond to a questionnaire that measured their self-monitoring, the frequency they committed delinquent acts, and the perceived approval of committing these acts from their parents, teachers, and friends. Regression analyses indicated that self- monitoring wax an interacting factor between perceived approval and delinquency. On further path analyses, it was found that self- monitoring acted as a mediating factor, and that the relationship between delinquent behavior and perceived approval was more apparent among high self- monitoring individuals. The present study was based on data collected in the delinquency project by S. Lau and Kwok Leung.Received M.Phil. from University of Hong Kong and M.A. in education from Chinese University of Hong Kong. Research interests include self-monitoring, problem solving, and learning environments.Received Ph.D. from Purdue University. Research interests include values, self-concept, family processes, and the psychology of adolescence.     

Reciprocal Effects between the Perceived Environment and Heterosexual Intercourse Among Adolescents

This study proposes a transactional model for the reciprocal relationship between increased likelihood of adolescent sexual intercourse and decreased connection with the perceived environment. Connection with the perceived environment is operationalized as higher problem-focused interactions with parents, lower religious attendance, and lower school belonging. Relationship with the perceived environment is further hypothesized to explain the increase in depressive symptoms associated with initiating sexual intercourse in adolescence. Data from Waves 1 and 2 of the National Longitudinal Survey of Adolescent Health (one year apart; valid N=10,873) were analyzed using survey-adjusted multiple and logistic regression and path analysis. Hypothesized relationships were confirmed, with an additional finding that relationships with the perceived environment do not improve with the cessation of sexual intercourse. Implications of a possible explanation for this, that this finding indicates sexually active youth earn a stigmatized “non-virgin” label that they cannot easily remove, are discussed.Assistant Professor at the Adelphi University School of Social Work. He received his Ph.D. in 2005 from Cornell University in Human Development and completed a postdoctoral fellowship in the Behavioral Sciences Training in Drug Abuse Research program sponsored by Medical and Health Association of New York City, Inc. (MHRA) and the National Development and Research Institutes (NDRI) with funding from the National Institute on Drug Abuse (5T32 DA07233). His major research interests include psychological and social determinants of adolescent and young adult health and risk behaviors, religion as a context of youth development, positive development of sexuality and avoidance of sexual risk behaviors in youth, and young adults, and sexual minority youths’ issues with religion.     

Coping styles of learning disabled adolescents and their parents

The study compares coping styles of 50 learning disabled and nonlearning dis-abled adolescents and their parents. Analyses indicate that learning disabled adolescents show less ability to appraise a source of stress and seek information in the various domains with which they are expected to cope. Also, they reveal a higher level of pessimism about problems in academic-related domains. Coping patterns of parents of learning disabled adolescents do not show clear differences from parents of nonlearning disabled. Yet mothers of learning disabled adolescents tend more to seek and accept help. Learning disabled adolescents' coping is clearly related to coping or more specifically to difficulties in coping of their parents. Results are discussed in the context of the special difficulties of the learning disabled during adolescence and the role their parents play during this developmental stage.Received Ph. D. from Bar Ilan University. Research interests include developmental and family processes in normal and pathological adolescents.Received Ph.D. from University of Minnesota. Main interests are developmental and family processes in adolescence.Received M.A. in counseling from Tel Aviv University.Received M.A. in counseling from Tel Aviv University.     

Young athletes' perceptions of parental support and pressure

Individual participation in athletics was examined as a representative achievement-oriented activity in which perceived parental support and pressure influence adolescents' perceptions of themselves and their performance. Adolescent tennis players attending one of the three regional tennis academies indicated their perceptions of the quality of their parents' involvement in their tennis participation, their enjoyment of tennis participation, their self-esteem, and their feelings of burnout associated with tennis participation. Both females and males perceived similar levels of support from their mother and father; however, females perceived greater support from both parents than did males. Males perceived higher levels of pressure from their father than from their mother, whereas females perceived similar levels of pressure from both their father and mother. For both females and males, perceived parental support was positively associated with enjoyment of tennis participation and self-esteem. The findings are discussed as evidence of a general association between adolescents' perceptions of their parents' involvement in their achievement-oriented activities and their enjoyment of such activities and self-perception of abilities associated with those activities.Received M.A. in psychology from the University of North Carolina at Chapel Hill. Research interests include peer relations, aggression and social cognition.Received Ph.D. in psychology from the University of North Carolina at Chapel Hill. Major research interests are self-concept, attraction, and research methods.     

Links Between Adolescents’ Expected Parental Reactions and Prosocial Behavioral Tendencies: The Mediating Role of Prosocial Values

The purpose of the present study was to examine relations between adolescents’ social cognitions regarding parenting practices and adolescents’ prosocial behavioral tendencies. A mediation model was tested whereby the degree to which adolescents perceived their parents as responding appropriately to their prosocial and antisocial behaviors was hypothesized to predict adolescents’ tendencies toward prosocial behavior indirectly by way of adolescents’ prosocial values. Adolescents (N = 140; M age = 16.76 years, SD = .80; 64% girls; 91% European Americans) completed measures of prosocial values and of the appropriateness with which they expected their parents to react to their prosocial and antisocial behaviors. In addition, teachers and parents rated the adolescents’ tendencies for prosocial behaviors. A structural equation model test showed that the degree to which adolescents expected their parents to respond appropriately to their prosocial behaviors was related positively to their prosocial values, which in turn was positively associated with their tendencies to engage in prosocial behaviors (as reported by parents and teachers). The findings provide evidence for the central role of adolescents’ evaluations and expectancies of parental behaviors and of the role of values in predicting prosocial tendencies. Discussion focuses on the implications for moral socialization theories and on the practical implications of these findings in understanding adolescents’ prosocial development.     

Perceived parental rearing practices and styles of coping

In order to study the relation between parental rearing practices and coping dispositions, 75 females and 65 males completed the Children's Report of Parental Behavior Inventory and the COPE, a measure of general coping dispositions. Those who reported their parents had an authoritative rearing style (warmth and nurturance coupled with close monitoring and age-appropriate demandingness) used more social support and problem-focused coping than those who reported their parents used other rearing styles. In general, perceived parental warmth was related to the greater use of social support and problemfocused coping. Parental firm control was associated with increased problemfocused and reduced emotion-focused coping. The findings are discussed in the context of parental rearing styles indirectly influencing coping dispositions through their impact on feelings of competence and personal control.This research is based on a masters thesis conducted by the first author under the direction of the second author. Portions of this study were presented at the March 1992 Meetings of the Society for Research on Adolescence, Washington, DC.Received Ph.D. from Syracuse University. Research interests include adolescent coping processes.Received Ph.D. from University of Illinois-Urbana. Research interests include adolescent self development and coping.     

Intergenerational Cultural Dissonance,Parent–Child Conflict and Bonding,and Youth Problem Behaviors among Vietnamese and Cambodian Immigrant Families

Intergenerational cultural dissonance (ICD)—a clash between parents and children over cultural values—is a frequent issue for Asian American youth. Using longitudinal data from the Cross Cultural Families Project, this study examines the mechanisms by which ICD contributes to problem behaviors, including whether ICD predicts parent–child conflict, whether parent–child conflict then has a direct effect on youth problem behavior, and whether positive bonding with parents mediates the effects of such conflict on youth problem behaviors among Vietnamese (n = 164) and Cambodian (n = 163) families with adolescents [average age = 15.2 years (SD = 1.05)]. The results from the path analyses show that, in both groups, ICD indirectly predicts problem behaviors by increasing parent–child conflict, which in turn weakens positive parent–child bonding. Interventions that target youths’ perception of intergenerational cultural gaps, help them manage conflict, and help strengthen bonds with parents may prevent problem behaviors among Cambodian and Vietnamese families. This study contributes to inform how to effectively prevent problems and difficulties among these families.

Perceived attachments to parents and peers and psychological well-being in adolescence

This paper reports the findings from a study of 935 adolescents' perceived attachments to their parents and peers, and their psychological health and well-being. Perceived attachment to parents did not significantly differ between males and females. However, females scored significantly higher than males on a measure of attachment to peers. Also, relative to males, they had higher anxiety and depression scores, suggesting poorer psychological well-being. Overall, a lower perceived attachment to parents was significantly associated with lower scores on the measures of well-being. Adolescents who perceived high attachments to both their parents and peers had the highest scores on a measure of self-perceived strengths. In this study, adolescents' perceived attachment to peers did not appear to compensate for a low attachment to parents in regard to their mental ill-health. These findings suggest that high perceived attachment to parents may be a critical variable associated with psychological well-being in adolescence.Received M.Sc. in psychology from the University of Otago, Dunedin, New Zealand. Research interests include adolescent menial health.Received Ph.D. in psychology from the University of New South Wales, Australia. Research interests include issues in behavioral medicine.Received Ph.D. in psychology from the University of Newcastle, Australia. Research interests include child health and development, and adolescent smoking behavior.     

Residential setting and parent-adolescent relationships during the college years

The relationship of residential setting (living with parents vs. living away from home while attending college) and gender with late adolescents' perceptions of their relationships with parents was examined. Four hundred four undergraduates students (mean age=20 years, 4 months) from two midwestern universities completed surveys. Two hundred four subjects lived with their parents and commuted to school, and 200 lived away at college. Controlling for student's age, parents' education, and financial and family considerations as factors in the choice of a college, living away was associated with greater independence, support, and mutual respect between parents and adolescents. In contrast, students who lived at home felt parents underestimated their maturity, and reported more conflict and avoidance in their relationships with parents. Regardless of residential setting, women reported more mutuality and support in their relationships with parents than men. The results suggest the importance of considering contextual issues during the transition to adulthood.This research was supported by a Campus Grant to the first author from the University of Michigan-Dearborn.Received Ph.D. in developmental psychology from the University of Michigan. Research interests include family relationships, cross-cultural studies, and political development in adolescence and young adulthood.Received Ph.D. in human development and family studies from Penn State University. Research interests include competence during the transition to young adulthood, career development, drug and alcohol use.Research interests include adolescents' relationships with parents and peers and cross-cultural studies.     

Intraindividual Variability in Adolescents’ Perceived Relationship Satisfaction: The Role of Daily Conflict

A daily diary method was used to examine the daily dynamics of adolescent conflict and perceived relationship satisfaction with mothers, fathers, and best friends among a sample of 72 Dutch adolescents (M = 15.59 years). Multilevel analyses revealed that perceived relationship satisfaction with mothers, fathers, and best friends was lower on days on which conflict occurred with mothers, fathers, and best friends than on days on which no conflict occurred. More specifically, perceived relationship satisfaction was highest in a particular relationship on days when no conflict occurred, second highest on days on which constructive conflict occurred, and lowest on days on which unconstructive conflict occurred. Whereas in adolescents’ relationships with their parents, conflict and perceived relationship satisfaction were not found to be related to each other one day later, conflict with their best friends—and especially unconstructive conflict—was found to be related to higher perceived relationship satisfaction one day later.

Associations Between Fifth Graders’ Gender Atypical Problem Behavior and Peer Relationships: A Short-Term Longitudinal Study

An accruing body of evidence supports associations between self-perceived gender typicality and peer relationship difficulties; however, researchers have yet to evaluate peers' perceptions of problem behaviors to gain insight into the social correlates of gender typicality. A short-term longitudinal study was conducted to evaluate associations between gender atypical problem behavior and subsequent peer relational difficulties for 2,076 fifth graders (M age= 10.27; 53% female). Peer nomination methodology was used to assess participants' classroom peer relationships, problem behaviors, and social-emotional characteristics. Findings showed that youth characterized by gender atypical, compared to gender typical, problem behavior (withdrawn boys/aggressive girls vs. withdrawn girls/aggressive boys, respectively) evidenced higher levels of subsequent peer difficulties; moreover, participation in a mutual friendship was associated with decreased risk for peer relationship maladjustment, particularly among youth characterized by gender atypical problem behavior. Results further revealed that, compared to friendless youth, friended youth earned higher prosocial and peer liking scores and, for withdrawn youth, lower emotional sensitivity scores. The present research contributes to our understanding of the potential short-term consequences of youth's gender atypical problem behavior. Findings underscore the need for supplemental conceptualizations of gender typicality as well as multifaceted interventions designed to promote the acceptance of gender nonnormativity, support the development of adaptive peer relationships, and reduce the occurrence of problem behaviors.     

Sixth Graders’ Conflict Resolution in Role Plays with a Peer,Parent, and Teacher

This study used conflict resolution role play vignettes and self-report surveys of 450 New York City 6th graders to examine associations between adolescents’ conflict resolution efficacy and social skills. Vignettes covered 3 social contexts, conflict with a peer (disagreement over activities), with a parent (raise in allowance), and with a teacher (low grade on report). Effective and ineffective strategies for resolving these conflicts were coded from the videotaped interactions. Adolescents were more often effective in resolving conflict with peers than with parents (χ²(1) = 7.10, p < .01). Strong communication skills cut across interpersonal context as associated with effective resolution. Assertiveness and absence of aggression were associated with effective conflict resolution in vignettes with peers. Assertiveness was also associated with effective conflict resolution in vignettes with parents, however nervousness was unexpectedly found to facilitate conflict resolution in vignettes with parents. Only skills observed within a particular context were associated with effective resolution in that context; self-report skills and cross-context observed skills were not associated with efficacy. Implications for implementation and evaluation of social skills curricula and conflict resolution process are discussed.An earlier version of this paper was presented at the meetings of the Society for Research on Adolescence, New Orleans, LA, April 2002Received Ph.D. in Developmental Psychology from Teachers College, Columbia University in 2004. Research interests include adolescent social competence and youth development programs.Received Ph.D. in Developmental Psychology from Pennsylvania State University in 1991. Research interests include the psychosocial correlates of puberty, stress reactivity, and health compromising behaviors and adjustment.Received Ph.D. in Developmental Psychology from Teachers College, Columbia University in 2002. Research interests include social competence, prevention research, and women’s health.Received Ph.D. in Developmental Psychology from Teachers College, Columbia University in 2002. Research interests include social competence, prevention research, and women’s health.Received Ph.D. in 1975 from University of Pennsylvania in Human Learning and Development. Research focus centers around designing and evaluating interventions aimed at enhancing the wellbeing of children living in poverty and associated conditions. Conducts research on transitional periods during childhood and adolescence, focusing on school, family and biological transitions in childhood, adolescence, and adulthood. Specific interests are in the factors that contribute to positive and negative outcomes, and changes inwell-being over these years.Received Ph.D. in Developmental Psychology from Columbia University in 1977. Research interests include tobacco, alcohol, and drug abuse prevention, violence prevention, AIDS risk reduction among adolescents, health promotion and disease prevention, smoking cessation.     

The Moderating Effects of Parenting Styles on African-American and Caucasian Children’s Suicidal Behaviors

Given that parenting practices have been linked to suicidal behavior in adolescence, examining the moderating effect of parenting styles on suicidal behavior early in development could offer potential insight into possible buffers as well as directions for suicide prevention and intervention later in adolescence. Hence, the moderating effects of parenting styles, including authoritarian, permissive, and features of authoritative parenting, on depressed and aggressive children’s suicidal behavior, including ideation and attempts, were evaluated with young children (N = 172; 72% male, 28% female) ranging from 6 to 12 years of age. African American (69%) and Caucasian (31%) children admitted for acute psychiatric inpatient care completed standardized measures of suicidal behavior, depressive symptoms, and proactive and reaction aggression. Their parents also completed standardized measures of parental distress and parenting style. Hierarchical regression analyses revealed that, while statistically controlling for age and gender, children who endorsed more depressive symptoms or reactive aggression reported more current and past suicidal behavior than children who endorsed fewer depressive or aggressive symptoms. The significant positive relationship observed between depressive symptoms and childhood suicidal behavior, however, was attenuated by parental use of authoritarian parenting practices for African-American and older children but not for younger and Caucasian children. The ethnic/racial difference observed for the buffering effect of authoritarian parenting practices offers potential theoretical and clinical implications for conceptualizing the moderating effects of parenting styles on African-American and Caucasian children’s suicidal behavior.     

Adolescent egocentrism: Exploration into possible contributions of parent-child relations

A family relations model for the study of adolescent egocentrism was tested in an exploratory study of the relationship between parental socialization styles and adolescents' imaginary audience behavior. A sample of adolescent boys (n=58) and girls (n=57) responded to Heilbrun's Parent-Child Interaction Rating Scale and Schaefer's Parent-Behavior Inventory and completed Elkind and Bowen's Imaginary Audience Scale. As hypothesized, rejection-control was associated with increased imaginary audience behavior, while physical affect was negatively related to self-consciousness. Sex differences were noted, with rejection-control being most important in predicting self-consciousness for boys and physical affect being the best predictor of girls' egocentrism behavior. The data provide an alternative model to a cognitive developmental perspective of adolescent egocentrism development.Research was partially supported through the Western Regional Research Project W-144, Development of Social Competency in Children, with funding in part from the Science and Education Administration/Cooperative Research of USDA, and the Utah State University Agricultural Experiment Station.Received his M.A. in psychology from the University of Nebraska at Omaha and Ph.D. in human development from the Pennsylvania State University. Current research interest is personality and social development of children and adolescents.Completed his M.S. Degree in family and human development at Utah State University. Current research interests include the study of interpersonal perception and attraction and human socialization.     

Psychosocial antecedents of unwed motherhood among indigent adolescents

Theoretically based hypotheses regarding psychosocial antecedents of unwed motherhood among indigent adolescents are tested. Data regarding psychosocial antecedents were obtained from a survey of a 50% sample of seventhgraders in a large urban school system. Hypotheses were tested by comparing three groups of subjects from among these respondents: (1) 82 female adolescents who received perinatal care at an adult development clinic for indigent adolescents (all gave birth out of wedlock at least one year following the baseline survey and prior to their eighteenth birthday); (2) 164 matched (by race, mother's education, and school) controls — two matches for each pre-unwed mother; and (3) 164 randomly selected controls — two controls for each preunwed mother. The results were consistent with the assertion that deviant behaviors related to and including unwed motherhood are alternative deviant responses to the subjectively recognized inability to defend against self-rejection in the course of membership group experiences in anticipation of self-enhancing consequences of the deviant behaviors. The positions in the social structure occupied by the pre-unwed mothers predispose the subjects to deviant responses by (1) increasing the probability of self-devaluing experiences and the subjective association of these experiences with the normative structure and (2) offering highly visible deviant alternatives that offer greater self-enhancing potential than the perceived low self-enhancing potential of the normative environment. The deviant patterns to which the subjects are predisposed are in fact adopted when prior social controls effictively exercised by parental and school authorities erode (as a result of the subject's identification of family and school as persistent sources of self-devaluing experiences). The specific modes of deviance adopted, including patterns associated with unwed motherhood outcomes, are apparently consistent with subculturally influenced values and adaptive/coping/defensive patterns. The total pattern of findings suggests that the same general theory of deviant behavior that has been applied to other modes of deviance is appropriate in understanding precursors of unwed motherhood among indigent adolescents.Received his Ph.D. in sociology from New York University in 1958. Current research interests are social psychiatry and, more specifically, the reciprocal relationship between self-attitudes and the adoption of deviant response patterns.Received her Ph.D. in educational psychology from University of Texas at Austin. Main interest is adult development.Received his M. D. from University of Texas Medical Branch in Galveston. Research interests are self-destructive behavior and alcoholism.     

Identity Orientation, Voice, and Judgments of Procedural Justice During Late Adolescence

This study focused on the relationship between voice and judgments of procedural justice in a sample of older adolescents and examined potential moderating and mediating influences of identity orientation (personal, social, and collective) and negative emotional response. Participants read 1 of 2 different family conflict scenarios (voice and no voice) asking them to imagine themselves in a disagreement with their parents over grades and financial support. In the voice condition, parents were described as making their decision after listening to the participant’s input. In the no voice condition, parents were described as making their decision without listening to the participant’s input. The adolescents then judged the fairness of the parental decisions and responded to questions concerning their identity orientation. Findings indicate that in addition to replicating the effect of voice in a novel context, the present investigation found moderating effects of personal identity orientation on procedural fairness judgments. Additionally, negative emotional response partially mediated the relationship between voice and global judgments of procedural fairness.Mark R. Fondacaro is an Associate Professor of Psychology and Associate Director of the Levin College of Law Center on Children and Families at the University of Florida. He received his Ph.D. in clinical psychology from Indiana University and his J.D. from Columbia University School of Law. His major research interests are ecological jurisprudence and the conceptualization and assessment of procedural justice in legal and extra-legal contexts including the family and the juvenile justice and health care systems.Eve M. Brank is an Assistant Professor of Criminology, Law & Society at the University of Florida. She received her Ph.D. in social psychology and her J.D. from the University of Nebraska, Lincoln. Her major research interests are parental responsibility laws and juvenile law issues.Jennifer Stuart is a graduate student in counseling psychology at the University of Florida. Her major research interests are adolescent development and delinquency prevention.Sara Villanueva-Abraham received her Ph.D. in developmental psychology from the University of Florida. Her major research interests are adolescent development and parent-child relationships.Jennifer Luescher is a Forensic Psychology Postdoctoral Fellow at the University of Massachusetts, Boston. She received her Ph.D. in counseling psychology from the University of Florida. Her major research interests are in the areas of procedural justice, risk assessment and risk management, and mental health and juvenile justice policy.Penny S. McNatt is a Visiting Assistant Professor at the University of North Florida. She received her Ph.D. in social psychology from the University of Florida. Her major research interests are in the area of intergroup relations.