As one of the primary agents of socialization during adolescence, schools have become an important place for crime prevention. Many programmes have been developed but many of them lack a theoretical basis. Therefore criminological learning theories are examined for possible starting points for successful school-based crime prevention. Theses derived from these theories concerning the direct and indirect impact of student–teacher relationships on students’ attitudes and later self-reported delinquency are analysed with the first four waves (ages 13 to 16) from the German prospective panel study Crime in the Modern City. The findings suggest that the quality of the student–teacher relationship is a causal link in the generation of adolescent delinquent behaviour and hence a promising starting point for crime prevention measures.
AkersRL (2001) Social learning theory. In: PaternosterRBachmanR (eds) Explaining Criminals and Crime: Essays in Contemporary Criminological Theory. Los Angeles: Roxbury, 192–210.
2.
AkersRL (1998) Social Learning and Social Structure: A General Theory of Crime and Deviance. Boston: Northeastern University Press.
3.
AkersRLJensenGF (2006) The empirical status of social learning theory of crime and deviance: The past, present, and future. In: CullenFTWrightJPBlevinsKR (eds) Taking Stock: The Status of Criminological Theory. New Brunswick, NJ: Transaction Publishers, 37–76.
4.
AkersRLLeeG (1996) A longitudinal test of social learning theory: Adolescent smoking. Journal of Drug Issues26(2): 317–343.
5.
AkersRLKrohnMDLanza-KaduceLRadosevichM (1979) Social learning theory and deviant behavior: A specific test of a general theory. American Sociological Review44: 635–655.
6.
AndrewsDA (1980) Some experimental investigations of the principles of differential association through deliberate manipulations of the structure of service systems. American Sociological Review45(3): 448–462.
7.
BachmanR (2003) The Practice of Research in Criminology and Criminal Justice. Thousand Oaks, CA: Pine Forge Press.
8.
BaldwinJDBaldwinJI (1981) Beyond Sociology. New York: Elsevier.
BanduraAMcDonaldFJ (1963) Influence of social reinforcement and the behavior of models in shaping children’s moral judgments. Journal of Abnormal and Social Psychology67(3): 274–281.
11.
BeelmannALöselF (2006) Child social skills training in developmental crime prevention: Effects on antisocial behavior and social competence. Psicothema18: 602–609.
12.
BeelmannAPfingstenULöselF. (1994) Effects of training social competence in children. A meta-analysis of recent evaluation studies. Journal of Clinical Child Psychology23: 260–271.
13.
BollenKA (1989) Structural Equations with Latent Variables. New York: Wiley.
14.
BryBH (1982) Reducing the incidence of adolescent problems through preventive intervention: One- and five-year follow-up. American Journal of Community Psychology10(3): 265–276.
15.
ChristophelDM (1990) The relationships among teacher immediacy behaviors, student motivation, and learning. Communication Education39: 323–340.
16.
Cornelius-WhiteJ (2007) Learner-centered teacher–student relationships are effective: A meta-analysis. Review of Educational Research77(1): 113–143.
17.
CrosnoeRJohnsonMKElderGH (2004) Intergenerational bonding in school: The behavioral and contextual correlates of student–teacher relationships. Sociology of Education77(1): 60–81.
18.
ElliottDS (1998) Implementing and evaluating crime prevention and control programs and policies. Crime, Law & Social Change28: 287–310.
19.
FarrellAD. (2003) Impact of the RIPP violence prevention program on rural middle school students. Journal of Primary Prevention24(2): 143–167.
20.
FosheeVABaumannKELinderGF (1999) Family violence and the perpetration of adolescent dating violence: Examining social learning and social control processes. Journal of Marriage and the Family61(2): 331–342.
GreenbergMTWeissbergRPO’BrienMU. (2003) Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist58: 466–474.
23.
HahnRFuqua-WhitleyDWethingtonH. (2007) Effectiveness of universal school-based programs to prevent violent and aggressive behavior: A systematic review. American Journal of Preventive Medicine 33 (Suppl. 2): 114–129.
24.
HawkinsJDFarringtonDPCatalanoR (1998) Reducing violence through the schools. In: ElliottDSHamburgBAWilliamsKR (eds) Violence in American Schools: A New Perspective. New York: Cambridge University Press, 188–216.
25.
LipseyMWLandenbergerNAWilsonSJ (2007) Effects of Cognitive Behavioral Programs for Criminal Offenders. Oslo: Campbell Systematic Reviews, The Campbell Collection.
26.
MatsuedaRL (1982) Testing control theory and differential association: A causal modeling approach. American Sociological Review47: 489–504.
27.
MatsuedaRLHeimerK (1987) Race, family structure, and delinquency: A test of differential association and social control theories. American Sociological Review52: 826–840.
28.
MurrayCGreenbergMT (2000) Children’s relationship with teachers and bonds with school: An investigation of patterns and correlates in middle childhood. Journal of School Psychology38: 423–445.
29.
ReineckeJ (2014) Strukturgleichungsmodelle in den Sozialwissenschaften, 2nd edn.Munich: Oldenbourg.
30.
RoeserRWEcclesJSSameroffAJ (2000) School as a context of early adolescents’ academic and social-emotional development: A summary of research findings. The Elementary School Journal100(5): 443–471.
31.
SeddigD (2014) Peer group association, the acceptance of norms and violent behaviour: A longitudinal analysis of reciprocal effects. European Journal of Criminology11(3): 319–339.
32.
StracuzziNFMillsML (2010) Teachers matter: Feelings of school connectedness and positive youth development among Coos County Youth. The Carsey School of Public Policy at the Scholars’ Repository, Paper122.
33.
SutherlandEHDonaldRCLuckenbillDP (1992) Principles of Criminology, 11th edn.Dix Hill: General Hall.
34.
Task Force on Juvenile Justice and Delinquency Prevention of the National Advisory Committee on Criminal Justice Standards and Goals (1977) Juvenile Justice and Delinquency Prevention. Washington, DC: National Advisory Committee on Criminal Justice Standards and Goals. US Government Printing Office.
35.
TevenJJHansonTL (2004) The impact of teacher immediacy and perceived caring on teacher competence and trustworthiness. Communication Quarterly52: 39–53.
36.
TevenJJMcCroskeyJC (1997) The relationship of perceived teacher caring with student learning and teacher evaluation. Communication Education46: 1–9.
37.
ThornberryTPLizotteAJKrohnMD. (1991) Testing interactional theory: An examination of reciprocal causal relationship among family, school and delinquency. Journal of Criminal Law and Criminology82: 3–33.
38.
TillmannKJ. (2007) Schülergewalt als Schulproblem. Verursachende Bedingungen, Erscheinungsformen und pädagogische Handlungsperspektiven, 3rd edn.Weinheim: Juventa.
39.
WalkerHMShinnMR (2004) Structuring school-based interventions to achieve integrated primary, secondary, and tertiary prevention goals for safe and effective schools. In: ShinnMRWalkerHMStonerG (eds) Interventions for Academic and Behavior Problems II: Preventative and Remedial Approaches. Bethesda, MD: National Association of School Psychologists, 315–351.
40.
WangMHaertelGWalbergH (1993) Toward a knowledge base for school learning. Review of Educational Research6(3): 249–294.
41.
WilsonDBGottfredsonDCNajakaSS (2001) School-based prevention of problem behaviors: A meta-analysis. Journal of Quantitative Criminology17(3): 247–272.
42.
WilsonSJLipseyMWDerzonJH (2003) The effects of school-based intervention programs on aggressive behavior: A meta-analysis. Journal of Consulting and Clinical Psychology71: 136–149.
43.
ZinsJEEliasMJ (2006) Social and emotional learning. In: BearGGMinkeKM (eds) Children’s Needs III: Development, Prevention, and Intervention. Bethesda, MD: National Association of School Psychologists, 1–13.
