Collecting and Analysing Situation-Level Exposure Data: Clarifying Appropriate Analysis of Person-Environment Convergence to Explain Action

Hardie, Beth

doi:10.1007/978-3-030-46194-2_4

Cited by 4 publications

(20 citation statements)

References 69 publications

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“…This study provides a strict test of SAT's principles of moral correspondence and the conditional relevance of self-control. By combining within-estimators with data from the German school study ‘Friendship and Violence in Adolescence’, we study student cheating in the setting of its occurrence – the classroom – bringing us closer to the spatio-linkage that is crucial in testing SAT (Hardie, 2020). This comes with the advantage of a stricter control for selection into settings with a certain level of criminogeneity and the accompanying unobserved heterogeneity.…”

Section: Discussionmentioning

confidence: 99%

“…Even if we could approach the spatio-linkage between exposure and rule-breaking behaviour, we still could not address the temporal dimension (for this point, see Hardie, 2020). Although students are familiar with the behaviour of their classmates, cheating might result from a motivation to cheat in a specific subject or even a specific exam.…”

Section: Discussionmentioning

confidence: 99%

“…The first challenge is the mismatch between the theoretical presupposed convergence and the actual measurement of actors exposure to a behavioural setting and rule-breaking. For testing SAT's situational model, it is crucial that we spatially link the exposure to the observed act of rule-breaking (Wikström et al, 2012; for a detailed discussion Hardie, 2020). Studies using observational data often rely on indirect measures of criminogenic exposure and could only assume that an actor is exposed to a behavioural setting in the moment of crime occurrence (besides studies using space-time budget data, see Gerth, 2020; Wikström et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

“…is crucial in testing SAT (Hardie, 2020). This comes with the advantage of a stricter control for selection into settings with a certain level of criminogeneity and the accompanying unobserved heterogeneity.…”

Section: Principle Of Conditional Relevance Of Controlsmentioning

confidence: 99%

“…Instead, we use the cheating of classmates to explain cheating in school. This brings us closer to a situational convergence, which is crucial in SAT (see Hardie, 2020). As cheating by definitiontakes place within the school setting, we can ensure that the observed behaviour is taking place at the moment that students are exposed to the influence of the moral norms of the setting.…”

Section: Introductionmentioning

confidence: 95%

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Explaining cheating in schools with Situational Action Theory: Within-estimations using a German school panel

Ernst

Gerth

2021

European Journal of Criminology

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Wikström's Situational Action Theory (SAT) explains rule-breaking by reference to the cognitive perception-choice process, which indicates how a person's propensity to break rules interacts with the setting's criminogeneity. SAT's situational model claims that the interaction between personal morality and the moral norms of the setting, the so-called moral filter, is critical in the explanation of rule-breaking, and that the influence of self-control is subordinate to this process. Self-control becomes relevant when individuals whose personal morality discourages rule-breaking are exposed to settings in which the moral norms encourage rule-breaking, that is, if the moral filter is conflicted. Whereas most previous studies have equated the moral filter with personal morality, we consider the moral norms of the setting as well. This allows for a more rigorous test of the moral filter, and thus the conditionality of self-control. Here, we investigate student cheating, using data from two waves of a large-scale German school panel study, and we conceptualise the setting's moral norms by reference to the descriptive norm: other students’ cheating behaviour. This ensures the spatio-linkage between the setting's criminogeneity and rule-breaking, which is necessary for investigating SAT. Additionally, our estimation strategy – person and school fixed-effect models – controls for alternative explanations by the selection of people into settings with different levels of criminogeneity. Moreover, it controls for heterogeneity across persons and schools. The findings are in line with SAT's predictions. In cases of a correspondence between personal morality and the moral norms of a setting, students with rule-abiding morality are least likely to cheat, whereas students with a rule-breaking morality are the most likely to cheat. Also, in line with SAT, self-control only matters for students with rule-abiding morality when they are exposed to moral norms that encourage rule-breaking.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Principle Of Conditional Relevance Of Controlsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 95%

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Explaining cheating in schools with Situational Action Theory: Within-estimations using a German school panel

Ernst

Gerth

2021

European Journal of Criminology

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Supervision, presence and knowledge: clarifying ‘parental monitoring’ concepts within a model of goal-directed parental action

Hardie

2024

Theor Soc

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The presence of parents or other guardians (commonly termed ‘supervision’) and parental knowledge are factors that are both robustly negatively associated with a range of anti-social and risky behavioural outcomes such as adolescent crime. However, parental presence/supervision and parental knowledge are both (i) regularly used inaccurately as proxies for parental monitoring, (ii) poorly defined and operationalised, and (iii) rarely linked to negative behavioural outcomes with plausible mechanisms that adequately explain their association. These problematic aspects of the parental monitoring literature are a barrier to research into adolescent outcomes and the varied role of parents. This theoretical paper facilitates solutions these problems by clarifying the concepts of parental presence, supervision and knowledge. This discussion delineates presence from supervision and knowledge from monitoring. It specifies how presence and knowledge are not parenting actions, and neither constitute parental monitoring. These concepts are clarified within the parameters of a recent framework of goal-directed parental action and parental monitoring. Doing so constitutes under-labouring that facilitates future discovery of their distinct and yet inter-related mechanisms of influence on adolescent action and development. These structured conceptual developments are also of benefit for our better future understanding of parenting and parental monitoring by providing a framework within which to re-situate existing empirical research findings.

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From structural time use to situational rule-breaking: Analysing adolescents’ time use and the person-setting interaction

Chrysoulakis

Ivert

Levander

2022

European Journal of Criminology

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While unsupervised and unstructured socialising with peers is associated with delinquency, less is known about to what extent it fits within adolescents’ daily routine activities; that is, their general, structural time use. Furthermore, research informed by the situational action theory shows that unstructured socialising increases the probability of rule-breaking acts more for individuals with higher crime propensity. Hence, structural time use might explain patterns of unstructured socialising, and crime propensity might explain why some are at an increased risk of committing rule-breaking acts during such situations. The present study aims to connect these three aspects and examine: (i) how adolescents tend to structure their time use, (ii) if their structural time use differentially places them in unstructured socialising, and (iii) whether some adolescents during unstructured socialising run an elevated risk of committing rule-breaking acts due to their morality (as part of their crime propensity) while also taking their structural time use into account. Using a sample of 512 adolescents (age 16) in Sweden, time use and morality are analysed using latent class analysis based on space-time budget data and a self-report questionnaire. Multilevel linear probability models are utilised to examine how rule-breaking acts result from an interaction between an individual’s morality and unstructured socialising, also taking structural time use into account. Results show that the likelihood of unstructured socialising in private but not in public is different across identified latent classes. Adolescents, in general, run an elevated risk of rule-breaking acts during unstructured socialising, irrespective of structural time use. In this study, these acts consist mainly of alcohol consumption. However, the risk is higher for adolescents with lower morality. Adolescents’ time use may account for a general pattern of delinquency, but accounting for rule-breaking acts requires knowledge of the interaction between person and setting.

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Collecting and Analysing Situation-Level Exposure Data: Clarifying Appropriate Analysis of Person-Environment Convergence to Explain Action

Cited by 4 publications

References 69 publications

Explaining cheating in schools with Situational Action Theory: Within-estimations using a German school panel

Explaining cheating in schools with Situational Action Theory: Within-estimations using a German school panel

Supervision, presence and knowledge: clarifying ‘parental monitoring’ concepts within a model of goal-directed parental action

From structural time use to situational rule-breaking: Analysing adolescents’ time use and the person-setting interaction

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