“…In other words, the quantitative studies on classroom justice drastically outnumbered the few recent qualitative studies, which attempted to obtain rich, descriptive, and textual accounts of justice from their participants' perspectives. For instance, Chory et al (2017Chory et al ( , 2022, Estaji and Zhaleh (2021a, 2021b, 2022a, 2022b, Horan et al (2010), and employed open-ended justice questionnaires allowing the participants to explicate their responses to the extent that they desired. On the contrary to the majority of studies in the literature, which were mainly psychometrically-driven, these qualitative studies engaged in the content and thematic analyses of the obtained textual data and calculated frequencies only where needed.…”