Enhancing Student Perceptions of Fairness: The Relationship between Instructor Credibility and Classroom Justice

By Rebecca M. Chory. 2007

184 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/5a6436a45d87c8938c19aa6aa11765e388b18377

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Citations in the corpus

A Meta-Analytical Review of Teacher Credibility and its Associations with Teacher Behaviors and Student Outcomes (2009, background): “…(b) feeling better understood by the instructor (Schrodt, 2003; Schrodt, Turman, & Soliz, 2006), (c) perceiving more justice in the classroom (Chory, 2007), and (d) respecting their instructors more (Martinez-Egger & Powers, 2007) when their instructors communicate in ways that are…”
Instructional Dissent in the College Classroom (2011, background): “Although aversive perceived instructor communication behavior can foster student dissatisfaction, students may also quibble over a variety of perceived classroom justice issues including the perceived fairness of the grades they receive, classroom-related procedures and policies, and interpersonal t”
Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility (2011, result): “This is consistent with previous research that found instructors’ character credibility was related to their ego-supportive ability to help others feel good about themselves (Chory, 2007).”
Understanding Students' Classroom Justice Experiences and Responses (2010, methodology): “, 2004), credibility (Chory, 2007), and antisocial BAT use (Chory-Assad & Paulsel, 2004a) are related to fairness.”
Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages (2012, background): “cation of the instructor to be is termed interactional justice (Chory, 2007), the perceived fairness of the outcomes=grades assigned to students is termed distributive”
Teacher Temperament: Correlates with Teacher Caring, Burnout, and Organizational Outcomes (2007, background): “Caring teachers promote a climate of trust within the classroom (Chory, 2007; McDermott, 1977; Teven & Hanson, 2004).”
Instructor Credibility as a Mediator of Instructors’ Prosocial Communication Behaviors and Students’ Learning Outcomes (2009, background): “…reported: (a) feeling better understood by their instructors (Schrodt, 2003; Schrodt et al., 2006), (b) perceiving more justice in the classroom (Chory, 2007), (c) respecting their instructors more (Martinez-Egger & Powers, 2007), and (d) communicating with their instructors more in and out of…”
Transformational Leadership in the Classroom: Fostering Student Learning, Student Participation, and Teacher Credibility (2009, background): “Chory (2007) found that perceptions of classroom fairness are positively predicted by instructor credibility.”