Classroom justice: Perceptions of fairness as a predictor of student motivation, learning, and aggression

Chory-Assad, Rebecca M.

doi:10.1080/01463370209385646

Cited by 232 publications

(232 citation statements)

References 48 publications

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“…Ripski & Gregory (2009) indicate that unfair, hostile and unwelcome perception of the school climate were the predictors of lower students' engagement and academic achievement. Chory-Assad (2002), on the other hand, found that distributive and procedural justice are positively related to student motivation and effective learning, whilst they are negatively related to student aggression. Students who empathize with those who are victims of injustice reminds the "equity theory".…”

Section: Results Discussion and Suggestionsmentioning

confidence: 99%

Turkish Secondary Education Students’ Perceptions of Justice and Their Experiences of Unjustice

Tarhan¹

2018

JEL

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The purpose of this study was to identify how secondary education students define the concept of justice, based on which criteria they define their experiences as just/unjust, what they see as the source of injustice, how they feel and how they behave when they face injustice.This study was designed as a qualitative research study. Open-ended questions were asked to the students and they were asked to give detailed answers. Descriptive analysis was used in analysing the collected data. The study group consisted of students studying at 9th, 10th, 11th and 12th grades in different types of high schools (Anatolian High School, Vocational School for Girls, Science High School). A total number of 268 high school students participated in the study. We used convenience sampling to choose the study group.The results of the study indicated that students defined the concept of justice with the "equality, equity non-discrimination, respect, rights and freedoms, conscience, rights, deciding the right, being fair and needs" concepts. The students see grades, school rules and non-communication they experience with their teachers and principals as unjust, so they point the school principals as the source of injustice. Besides, the students indicated that they had negative feelings when they experienced something that is not just but preferred to stay silent.

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Section: Results Discussion and Suggestionsmentioning

confidence: 99%

Turkish Secondary Education Students’ Perceptions of Justice and Their Experiences of Unjustice

Tarhan¹

2018

JEL

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“…Starting from this assumption, Chory-Assad and her collaborators (Chory-Assad 2002;Chory-Assad and Paulsel 2004a,b;Chory 2007) have conducted a series of interesting studies aimed at the application of the psychology of justice in the school context. These authors, following from Cropanzano and Greenberg (1997) definition of organizational justice, define classroom justice as "perceptions of fairness regarding outcomes or processes that occur in the instructional context" (Chory-Assad and Paulsel 2004a, p. 254).…”

Section: Classroom Justicementioning

confidence: 98%

“…Following this direction, issues of fairness have been extensively examined in many and different settings, like work organizations, legal trials, conflict resolution processes, political arenas. However, they have only recently been studied within the instructional contexts (Chory-Assad 2002;Dalbert and Stoeber 2005;Resh 2009), despite the importance that justice undoubtedly has for everyday life in schools. In the most recent years, an increasing number of research studies is bridging this gap of the literature.…”

Section: Introductionmentioning

confidence: 98%

Classroom justice and psychological engagement: students’ and teachers’ representations

Berti¹,

Molinari²,

Speltini³

2010

Soc Psychol Educ

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This article presents the results of a study carried out with the aim to:(1) analyze secondary school students' and their teachers' ideal representations of classroom justice, (2) deepen the topic of students' sense of injustice, and (3) explore the links between students' perceived injustice and their psychological engagement in school, measured on different aspects (identification with one's own class, learning motivation, dialogue with teachers). A questionnaire was distributed to 400 Italian secondary school students and their 79 teachers. Results show that the representations of ideal classroom justice refer to communication, principle of equality and principles of effort/need, and that the positions of teachers and students on these representations differ. Moreover, students report a rather diffuse and shared feeling of being treated in an unjust manner by their teachers, and this affects their psychological engagement in school. Results are commented on their theoretical, methodological and applicative implications.

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“…For example, students see fairness as one of the top characteristics for what makes a good teacher (Rodabaugh, 1996;Stronge, 2007;Thompson, J. Greer, & B. Greer, 2004). If students perceive that teachers are not concerned with fairness they are likely to engage in resistance or verbal aggressiveness, enact revenge, or communicate in a deceptive manner (Chory-Assad, 2002;Chory-Assad & Paulsel, 2004a,b;Paulsel, Chory-Assad, & Dunleavy, 2005). The experience of injustice may have a negative impact on students' personalities and sense of coherence, reduce their motivation, and consequently impair their performance (Gage & Berliner, 1996).…”

Section: Introductionmentioning

confidence: 99%

Fairness Perceptions and Experiences of Muslim University Students in Canada

Erkan¹,

Walker²

2016

IES

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The purpose of this article is to examine the perceptions and experiences of fairness amongst Muslim post-secondary students based on our gathering of data using a web-based survey. The participants, 189 Muslim students, were reached via student organizations, national and local Muslim organizations, and Muslim student groups organized on Facebook. Following these initial contact points, snowball sampling was used to invite prospective participants to respond to the quantitative items in the survey instrument (which also included qualitative inquiries). These quantitative responses were analyzed using descriptive statistical analysis techniques. For Muslim students, their university was perceived as the most fair amongst their experience of settings, followed by Canada in general, and the country that these Muslim students culturally most identified with. The World, at large, was perceived as the most unfair setting for responding Muslims. Except for the country that Muslim students culturally identified with, all settings were perceived to be fairer for non-Muslims than for Muslims. The majority of Muslim students reported that they had encountered, observed, or experienced unfairness at least once in their university settings during the previous academic year and that they had been impacted by that experience of unfairness.

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Classroom justice: Perceptions of fairness as a predictor of student motivation, learning, and aggression

Cited by 232 publications

References 48 publications

Turkish Secondary Education Students’ Perceptions of Justice and Their Experiences of Unjustice

Turkish Secondary Education Students’ Perceptions of Justice and Their Experiences of Unjustice

Classroom justice and psychological engagement: students’ and teachers’ representations

Fairness Perceptions and Experiences of Muslim University Students in Canada

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