One purpose of the study was to explore the relationship between psychological empowerment and self-advocacy and the student perceptions of classroom justice to the university students. A second purpose of this study was to determine the contribution of each of the self-advocacy of students and classroom justice as a Predictor of psychological empowerment among university students. And explore any independent variable best: selfadvocacy or perceptions of students to classroom justice-in the ability to predict of the psychological empowerment among university students. The study was use descriptive approach, specifically method correlative predictive, in order to shed light on the relationship between the variables of the study pattern, and predict relations between them also. Study sample consisted of (184) students from the Faculty of Education, University of Hail. They are enrolled in the academic year 2014/2015 first semester, They were selected random inspection statistics. The average and standard deviation reached the age for members of the sample (21.50 ± 1.87) year. Data were collected using Psychological Empowerment Measure (preparation by researchers), Measure of Self-Advocacy by (Harris, 2009), The Scale of Classroom Justice by (Paulsel, 2005). Results indicated that there are positive correlation between psychological empowerment variable (meaning, competence, self-determination, and impact) and selfadvocacy and the perceptions of students to classroom justice (distributive, procedural, and interactional justice). Results indicated that the self-advocacy and interactive justice positively predicted with psychological empowerment, and self-advocacy powerful variable Predicted psychological empowerm
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