Antisocial classroom communication: Instructor influence and interactional justice as predictors of student aggression

Chory-Assad, Rebecca M.; Paulsel, Michelle L.

doi:10.1080/01463370409370184

Cited by 86 publications

(75 citation statements)

References 37 publications

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“…Chory-Assad (2002) showed that college students' perceptions of fair classroom procedures were associated with student motivation, effective learning, and a lower likelihood of aggressive behavior toward the teacher. Moreover, the perceived interactional fairness of teachers was found to be negatively associated with students' indirect aggression (Chory-Assad & Paulsel, 2004). Importantly, however, most of these findings refer to perceptions of justice from a victim's perspective.…”

Section: Effects Of Perceived Justice and Injustice On Students' Outccontrasting

confidence: 48%

Injustice in School and Students’ Emotions, Well-Being, and Behavior: A Longitudinal study

et al. 2015

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School can be regarded as an important factor in the development of children's values and attitudes. Given this great importance of justice experiences for students' development, this study aimed at examining the influence of perceived injustice in school on students' emotions, well-being, and behavior with an experimental longitudinal design. In total, 196 students participated in this study and came to the university with their classes to receive extra teaching once a week for six consecutive weeks. To manipulate justice perceptions, a scenario of arbitrary privilege was chosen to lead students of the experimental group to experience injustice from a beneficiary perspective. We found that students in the experimental group reported higher well-being and a higher appreciation of the opportunity to learn than the control group did. Additionally, they showed an increase in justicerelated negative emotions over time; that is, they expressed more of a bad conscience and stronger feelings of anger the more they became aware of their privilege. This study shows that even subtle experiences of injustice in school can have an impact on students' outcomes. These results are discussed with regard to practical implications.

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Section: Effects Of Perceived Justice and Injustice On Students' Outccontrasting

confidence: 48%

Injustice in School and Students’ Emotions, Well-Being, and Behavior: A Longitudinal study

et al. 2015

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“…Further, one of the ways of individuals' restoring equity is to engage in indirect dysfunctional behavior (Chory- Assad & Paulsel, 2004). In a similar vein, conditions of fairness will create positive affect within a person, which he or she will attempt to resolve by raising one's level of citizenship behavior (Moorman, 1991).…”

Section: Customer Justice Perceptionmentioning

confidence: 98%

The effects of customer justice perception and affect on customer citizenship behavior and customer dysfunctional behavior

Gong

2008

Industrial Marketing Management

218

171

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“…However, based on equity and social exchange theories (Adams 1965;Homas 1961), and the well-established cognitive appraisal model of stress and coping developed by Lazarus (1966), the organizational justice literature has clearly showed that acts of relational unfairness can produce negative stress-related reactions that stimulate anger and aggressive/deviant behaviour (Kouvonen et al 2008;Skarlicki and Folger 1997). Since school may be regarded as the workplace of adolescents, representing the prominent context of their life (Vieno et al 2007), or the context where bullying is likely to occur when students consistently experience teacher unfairness, psychological activation and behavioural reaction may occur (Chory-Assad and Paulsel 2004).…”

Section: Introductionmentioning

confidence: 97%

Bullying in Italian schools: the role of perceived teacher unfairness

2010

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The principal aim of the study is to examine the role of perceived teacher unfairness in predicting bullying behaviour. Data were taken from the “Health Behaviour in School Aged Children” (HBSC) project, a cross-sectional survey investigating health behaviours among early adolescents in selected European countries. Bullying behaviour (bully, victim, and bully/victim), perceived teacher unfairness and others confounding factors were measured through a self-administered questionnaire filled out by a representative sample of 4,386 (48.4% males) Italian students (11, 13 and 15 years old). Covariates included demographic characteristics, socioeconomic status, school performance and other psychological factors. After adjusting for age and gender, teacher unfairness showed a significant association with being a bully (OR=1.59; CI = 1.40-1.80) and a bully or victim (OR = 1.47; CI = 1.21-1.78). This relationship remained significant after additional adjustment for several potential confounding factors. Results show that characteristics of the school setting such as teacher unfairness can be significant predictors of involvement in bullying behaviour among early adolescents

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Antisocial classroom communication: Instructor influence and interactional justice as predictors of student aggression

Cited by 86 publications

References 37 publications

Injustice in School and Students’ Emotions, Well-Being, and Behavior: A Longitudinal study

Injustice in School and Students’ Emotions, Well-Being, and Behavior: A Longitudinal study

The effects of customer justice perception and affect on customer citizenship behavior and customer dysfunctional behavior

Bullying in Italian schools: the role of perceived teacher unfairness

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