A meta-analysis of the relationship between class attendance in college and college grades reveals that attendance has strong relationships with both class grades (k = 69, N = 21,195, r = .44) and GPA (k = 33, N = 9,243, r = .41). These relationships make class attendance a better predictor of college grades than any other known predictor of academic performance, including scores on standardized admissions tests such as the SAT, high school GPA, study habits, and study skills. Results also show that class attendance explains large amounts of unique variance in college grades because of its relative independence from SAT scores and high school GPA and weak relationship with student characteristics such as conscientiousness and motivation. Mandatory attendance policies appear to have a small positive impact on average grades (k = 3, N = 1,421, d = .21). Implications for theoretical frameworks of student academic performance and educational policy are discussed.
The authors used exchange theory to clarify distinctions between organizational justice types and considered the implications of recent conceptual developments regarding justice associated with interpersonal treatment (interactional justice) and the inclusion of justice associated with outcomes (distributive justice) for an exchange model of justice. Using two samples (401 part-time and 272 full-time employees), they found unique relationships of interactional justice and justice concerning informational adequacy with supervisor relationship quality, justice concerning procedures with organizational support, and distributive justice with pay satisfaction. Also, an updated measure of interactional justice appears to capture more of the interpersonal fairness domain than the current measure.
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