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

By Rebecca M. Chory-Assad. 2002

290 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/023ac66ce2579b1719294abea36409420bcd0a17

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Citations in the corpus

Understanding Students' Classroom Justice Experiences and Responses (2010, methodology): “Likewise, students of fair versus unfair instructors report higher levels of motivation and affective learning (Chory-Assad, 2002).”
Motivating factors: perceptions of justice and their relationship with managerial and organizational trust (2005, unknown): “…Spector, 2001; Colquitt et al., 2001), interactive effects (Cropanzano & Greenberg, 1997; McFarlin & Sweeney, 1992), and differing predictive power (Chory-Assad, 2002; Chory-Assad & Paulsel, 2004; Cropanzano & Greenberg, 1997; Folger & Konovsky, 1989; Sweeney & McFarlin, 1993) suggest treating…”
Antisocial classroom communication: Instructor influence and interactional justice as predictors of student aggression (2004, methodology): “A block of variables (participant age, year in school, sex, course subject, grade expected) that prior research has indicated has been related to perceptions of justice or the current study's outcomes (Chory-Assad, 2002; ChoryAssad & Paulsel, in press; Lee, et al., 1997) was entered into the model f”
Enhancing Student Perceptions of Fairness: The Relationship between Instructor Credibility and Classroom Justice (2007, methodology): “…evaluations of instructors, students’ perceptions of procedural injustice are associated with student reports of their likelihood of engaging in indirect interpersonal aggression (Chory-Assad, 2002; Chory-Assad & Paulsel, 2004b) and hostility (Chory-Assad & Paulsel, 2004b) toward their instructors.”
Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages (2012, background): “justice (Chory-Assad, 2002), and the perceived fairness of the process use to assign outcomes=grades to students is termed procedural justice (Chory-Assad, 2002).”
Classroom justice: student aggression and resistance as reactions to perceived unfairness (2004, methodology): “Although justice has been widely studied by political scientists and researchers of organizational behavior, it has not been extensively examined within the instructional context (Chory-Assad, 2002; Tyler, 1987).”
Feedback on assessment: students’ perceptions of quality and effectiveness (2008, background): “For example, Chory-Assad (2002) in a study of undergraduate students found that perceptions of fair classroom management procedures were a better predictor of student motivation than students’ expectations of receiving better grades.”
Instructional Dissent in the College Classroom (2011, background): “…justice issues including the perceived fairness of the grades they receive, classroom-related procedures and policies, and interpersonal treatment from an instructor (Chory, 2007; Chory-Assad, 2002; Chory-Assad & Paulsel, 2004; Paulsel & Chory-Assad, 2005; Paulsel, Chory-Assad, & Dunleavy, 2005).”