This paper examines juvenile delinquency through the lens of attribution theory, which analyzes cause and effect in human behavior by focusing on three causal dimensions: locus, stability, and controllability. Drawing on literature by Wiener (2009), Johnson-Pynn et al. (2003), and Siegel and Welsh (2008), the paper reviews how internal and external factors — including peer pressure, home circumstances, poverty, and community instability — shape delinquent behavior. It proposes a comparative research methodology using anonymous questionnaires and interviews with incarcerated youth, non-delinquent peers, parents, and teachers to explore perceptions and motivations from multiple perspectives, ultimately aiming to inform more effective interventions.
Juvenile delinquency and gangsterism remain serious problems in schools today. It appears that pressures in their social and academic worlds simply overwhelm some young people, who then succumb to these influences. Various remedies have been implemented and suggested to mitigate this phenomenon. Some have proposed after-school programs to help young people use their time constructively, while others believe that more severe interventions, such as juvenile detention facilities, are necessary.
Various factors have been suggested as root causes of juvenile delinquency. Studies appear to indicate a combination of influences, of which peer pressure is the most significant. In addition, difficult home circumstances, poverty, social instability, academic performance, and even genetic traits have each been identified as contributing factors. Few studies, however, have attempted to find the heart of the answer by applying attribution theory.
Attribution theory is mainly concerned with cause and effect in human behavior. The intention to commit crime is the result of a thought process, which in turn results from either external or internal stimuli, ultimately producing delinquent behavior. Applying attribution theory to this problem will help obtain a more global view from the perspective of all persons involved.
It is therefore suggested that the problem be researched by questioning those who have been involved in juvenile delinquency, along with their parents, friends, and teachers. The findings can then be compared with interviews conducted with those not involved in delinquency. Such comparative studies will be valuable in obtaining various perceptions of the problem from those experiencing it on both an internal and external level.
While there is not much literature available specifically on juvenile delinquency in combination with attribution theory, both constructs are thoroughly considered by various authors. In order to form a basis for the study, three works that respectively address the issues underlying criminal activity, juvenile delinquency, and attribution theory have been selected.
Hannah L. Wiener (2009) provides a thorough discussion of how attribution theory applies to criminal activity and the perception of liability. According to the author, attribution theory can be viewed in terms of three divisions: locus, stability, and controllability. She also addresses the role of emotion, and how guilt and anger influence various perceptions of criminal activity and liability.
Specifically, locus is described as the first causal dimension, and ascribes behavior to either an internal or external cause (Wiener, 2009, p. 5). Although Wiener's work relates to civil liability, it also applies to delinquency: when an act of delinquency is committed, the individual may feel a sense of personal accomplishment or shame, depending on his or her social connections. These feelings may in turn be externally validated through punishment by guardians or praise by peers. The locus therefore concerns primarily the consequences of the act and the emotions related to those consequences.
The second causal dimension is stability. Causal ascriptions may be either stable or unstable, which in turn influences an individual's future expectations and shapes behavior accordingly. A positive outcome — such as peer group praise resulting from a stable cause like petty crime — will encourage similar behavior in order to perpetuate that pleasant outcome.
The third causal dimension is controllability, which relates to responsibility and free will. Despite peer group pressure and difficult personal circumstances, the person engaging in juvenile delinquency retains the ability to choose a more constructive path. It is on this basis that many programs and counseling sessions operate. This concept of relative free will is also a source of volatile emotions such as anger within those who have suffered harm at the hands of young individuals. Such anger then becomes a negative external factor that may or may not influence future behavior, depending on its severity and the strength of positive outcomes. Wiener points out that intent forms an important component of controllability (Wiener, 2009, p. 8).
Johnson-Pynn, Fragaszy, and Cummins-Sebree (2003) consider attribution theory in terms of comparative study. They suggest, for example, that the theory of mind attributes mental states to others. This concept, combined with those outlined above, is very important when applying attribution theory to juvenile delinquency. Specifically, young persons will not only be probed for their perceptions of themselves, but also for their perceptions of others. Cognitive study often tends to focus solely on self-perception, while a more balanced view that includes how the young person perceives others is frequently dismissed as unimportant or irrelevant. This research suggests that both self-perception and the perception of others play a vital role in the study of delinquency.
Also informing the study is Siegel and Welsh's work (2008), which argues that juvenile delinquency is greatly influenced by external community factors. The authors cite substantial research to support this viewpoint (Siegel & Welsh, 2008, p. 350). Notably, they observe that this phenomenon has proved consistent across the world, with studies showing that areas of high social instability tend to house schools with elevated rates of delinquency. To better understand this, the study proposes approaching individuals and groups to investigate causes, perceptions, and motivations on a multi-dimensional scale, as suggested by attribution theory.
Field research will be conducted via interviews and questionnaires. The primary comparative research group will consist of a number of youths incarcerated at a juvenile detention facility and a group of their peers not known for delinquency problems. In addition, influential figures such as parents, teachers, and guardians will be approached for interviews.
To preserve data quality, young persons will be provided with questionnaires to fill in anonymously, and will be assured of the confidentiality of their responses. The questionnaires will consist of simple multiple-choice questions in which respondents select the option that applies to them. The questions will concern their perception of delinquency and their motivation — or lack thereof — to participate in such activities. In addition, they will be asked how their peers, parents, and teachers view them and their involvement in delinquency, as well as what influence these perceptions have on them. In many cases, the available responses will be as simple as "yes" or "no."
Parents and teachers will be approached for interviews. Because they are more mature and are assumed to have an interest in helping young people succeed, their interview responses are expected to be relatively accurate and candid. Both parents and teachers will be asked about their experiences with the young people in question, as well as their perceptions of those individuals' involvement — or lack thereof — in criminal activities.
Statistical data will then be organized according to the groups interviewed, which will comprise two groups of teenagers and two groups of adults. The first group of teenagers will consist of those incarcerated at a juvenile detention facility. The researcher will meet with them only long enough to explain the questionnaire and its purpose. To preserve their anonymity, questions will not probe specific crimes or gang affiliations. The focus of interest is on the perception of behavior and its intention.
The questionnaires from this group will then be compared with data gathered from a non-delinquent group of teenagers. Both groups will be asked how others perceive them — including their counterparts in the other group, as well as their parents and teachers. The findings are expected to reveal meaningful insights into the core motivations and external factors that contribute to juvenile delinquency. Parents and teachers will also be asked how they view their children, along with their suggestions for remedying the delinquency problem.
The premise of the study is that research focusing on criminal activity — especially as it concerns youth — often fails to account for the full range of factors that influence social problems such as delinquency. Asking teenagers themselves about their perceptions of crime, criminal activity, and associated punishment can provide a valuable deeper layer of understanding. Such understanding can then serve as a platform for formulating more adequate responses to curb the problem.
The outcome of the study can also provide a foundation for future research into targeted remedies for juvenile delinquency. By incorporating attribution theory's multi-dimensional framework, this research offers a more holistic approach than studies that focus on a single causal factor, and may therefore produce more nuanced and actionable recommendations for practitioners, educators, and policymakers alike.
"Motivations, perceptions, and future study directions"
Wiener, H. L. (2009). Attribution theory and the American tort system. Duke University School of Law. Retrieved from
You’re 91% through this paper. Sign up to read the remaining 1 section.
Sign Up Now — Instant Access Already a member? Log inAlways verify citation format against your institution’s current style guide requirements.