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dc.contributor.authorHakhverdian, Armen
dc.contributor.authorMayne, Quinton
dc.date.accessioned2012-09-25T19:27:13Z
dc.date.issued2012
dc.identifier.citationHakhverdian, Armen, and Quinton Mayne. 2012. Institutional Trust, Education, and Corruption: A Micro-Macro Interactive Approach. Journal of Politics 74(3): 739-750.en_US
dc.identifier.issn0022-3816en_US
dc.identifier.urihttp://nrs.harvard.edu/urn-3:HUL.InstRepos:9639965
dc.description.abstractThis article examines how the effect of education on institutional trust varies cross-nationally as a function of the pervasiveness of public-sector corruption. We approach institutional trust as a performance-based evaluation of political institutions. Given their greater capacity to accurately assess the level of corruption coupled with their stronger commitment to democratic values, we hypothesize that higher-educated citizens should react differently to corruption from those with less education. Employing multilevel models we find that education has both a conditional and a conditioning effect on institutional trust. First, education is negatively related to institutional trust in corrupt societies and positively related to institutional trust in clean societies. Second, the corrosive effect of corruption on institutional trust worsens as education improves. The article ends with a discussion of the implications of these findings for the functioning of contemporary democracies.en_US
dc.language.isoen_USen_US
dc.publisherCambridge University Pressen_US
dc.relation.isversionofhtttp://dx.doi.org/10.1017/S0022381612000412en_US
dash.licenseOAP
dc.subjectinstitutional trusten_US
dc.subjectcorruptionen_US
dc.subjecteducationen_US
dc.subjectPublic Managementen_US
dc.subjectpublic opinionen_US
dc.titleInstitutional Trust, Education, and Corruption: A Micro-Macro Interactive Approachen_US
dc.typeJournal Articleen_US
dc.description.versionAccepted Manuscripten_US
dc.relation.journalJournal of Politicsen_US
dash.depositing.authorMayne, Quinton
dc.date.available2012-09-25T19:27:13Z
dc.identifier.doi10.1017/S0022381612000412*
dash.contributor.affiliatedMayne, Quinton


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