Assessing the Connection Between Students’ Justice Experience and Perceptions of Faculty Incivility in Higher Education

Alt, Dorit; Itzkovich, Yariv

doi:10.1007/s10805-015-9232-8

Cited by 21 publications

(17 citation statements)

References 35 publications

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“…Three sub-themes were found as related to students' beliefs about fairness: belief in a just world, beliefs about the meaning of learning, and locus of control (Duplaga & Astani, 2010;Peter & Dalbert, 2010;Thorkildsen, Nolen, & Fournier, 1994). Extensive research has been conducted into belief in a just world, connecting students' belief systems to fairness perceptions (Alt, 2015;Alt & Itzkovich, 2015;Donat, Dalbert, & Kamble, 2014;Human-Vogel & Morkel, 2017;Peter & Dalbert, 2010;Peter, Dalbert, Kloeckner, & Radant, 2013;Peter, Kloeckner, Dalbert, & Radant, 2012). Belief in a just world is a construct with two facets; the first one is personal belief in a just world that considers the extent individuals construe their life events as fair; the second one is general belief in a just world that refers to the extent individuals believe that the world is a fair place.…”

Section: Students' Fairness-related Beliefsmentioning

confidence: 99%

Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond

Rasooli

Zandi

DeLuca

2018

Studies in Educational Evaluation

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Conceptualizing fairness in student assessment at classroom levels has been an area of focus in recent years given the growing emphasis on assessment-driven teaching and educational accountability across educational systems. However, previous studies into assessment fairness have predominantly drawn on assessment-based literature to conceptualize fairness. While this literature is central to the construct, we argue that it does not fully account for the dynamic relationship between assessment, teaching, and learning within the diverse socio-cultural classroom contexts. Therefore, using a systematic meta-ethnographic review of 150 studies, this study identifies a more comprehensive conception of fairness for classroom assessment drawn from not only assessment literature but also from literature beyond assessment, which has not already been included in the process of reconceptualizating classroom assessment fairness. The results of this study present a conceptualization of classroom assessment fairness with a dominant focus on the role of assessment fairness in supporting student learning.

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Section: Students' Fairness-related Beliefsmentioning

confidence: 99%

Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond

Rasooli

Zandi

DeLuca

2018

Studies in Educational Evaluation

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“…Some types of justifications include denial of the injury (cheating does not hurt anyone); denial of the victim (everybody does it); condemnation of the condemners (teachers give unfair tests); and appeal to higher loyalty (helping others) (Sykes & Matza, 1957, p. 666). However, cheaters may make excuses to deny responsibility for their wrong action while they accept its gravity by stating that it was not their fault or other people push them to do that (Alt, 2015). www.ccsenet.org/ies International Education Studies Vol.…”

Section: Introductionmentioning

confidence: 99%

English Learning Achievement and EFL Learners’ Cheating Attitudes and Cheating Behaviors

Rahimi¹,

Goli²

2016

IES

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The aim of the current study was investigating the role of achievement in learning English as a foreign language in EFL learners' cheating attitudes and cheating behaviors. Eight hundred junior high-school students were selected based on random cluster sampling and participated in the study. Their attitudes towards academic dishonesty and their cheating behaviors in language classes were examined by two questionnaires. The result of data analysis revealed significant correlations between achievement in learning English and cheating attitudes and behaviors. Further, the result of regression revealed that achievement in learning English had weak power to predict cheating attitudes (.7%). However, the power of achievement in learning English to predict cheating behaviors of language learners in language classes was five times stronger (3.5%).

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“…More recent measures (e.g. Alt & Itzkovic, 2015) similarly focus on observable behaviours. This focus on behavioural indicators poses certain difficulties when one seeks to move student-teacher relationship research to an international or cross-cultural context.…”

Section: Conceptualising and Measuring Student-teacher Relationship In Higher Educationmentioning

confidence: 99%

Rethinking student-teacher relationships in higher education: a multidimensional approach

Tormey

2021

High Educ

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Student-teacher relationships play an important role in both teacher and student experiences in higher education and have been found to be linked to learning, classroom management, and to student absenteeism. Although historically conceptualised in terms of immediacy or distance and measured with reference to behaviours, the growing recognition of the role of emotions and of power—as well as the development of a range of multidimensional models of social relationships—all suggest it is time to re-evaluate how student-teacher relationships are understood. This paper develops a theoretical model of student-teacher affective relationships in higher education based on three dimensions: affection/warmth, attachment/safety, and assertion/power. The three-dimensional model was tested using the Classroom Affective Relationships Inventory (CARI) with data from 851 students. The data supported the use of this multidimensional model for student-teacher relationships with both two- and three-dimensional models of relationships being identified as appropriate. The theoretical development of a multidimensional model and the empirical development of an instrument with which to explore these dimensions has important implications for higher education teachers, administrators and researchers.

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Assessing the Connection Between Students’ Justice Experience and Perceptions of Faculty Incivility in Higher Education

Cited by 21 publications

References 35 publications

Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond

Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond

English Learning Achievement and EFL Learners’ Cheating Attitudes and Cheating Behaviors

Rethinking student-teacher relationships in higher education: a multidimensional approach

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