Classroom justice: student aggression and resistance as reactions to perceived unfairness

By Rebecca M. Chory-Assad, Michelle L. Paulsel. 2004

242 citations recorded by the source corpus.

Subfields: Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/d0c3cddb44cc585f05f7936815fe708e10db6e5c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Social Psychology

1. Alan K. Goodboy
2. Sean M. Horan
3. San Bolkan
4. Chiara Berti
5. G. Speltini
6. Rebecca M. Chory
7. Luisa Molinari
8. Matthew M. Martin

In Sociology and Political Science

1. Alan K. Goodboy
2. Sean M. Horan
3. San Bolkan
4. Chiara Berti
5. G. Speltini
6. Rebecca M. Chory
7. Luisa Molinari

Citations in the corpus

• Motivating factors: perceptions of justice and their relationship with managerial and organizational trust (2005, unknown): “…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 them as separate…”
• Classroom justice and psychological engagement: students’ and teachers’ representations (2010, methodology): “The items composing scales 2 and 3 were partially inspired by those used by Chory-Assad and Paulsel (2004b) and by Gouveia-Pereira et al. (2003) and were tested in a previous pilot study carried out by the authors.”
• Understanding Students' Classroom Justice Experiences and Responses (2010, methodology): “…resistance strategies (Paulsel & Chory-Assad, 2005), are less compliant with classroom rules (Colquitt, 2001), behave in a hostile manner (Chory-Assad & Paulsel, 2004b), communicate deception and revenge (Paulsel & Chory-Assad), and engage in indirect aggression (Chory-Assad, 2002;…”
• 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.”
• The Basic Communication Course at U.S. Colleges and Universities in the 21st Century: Study VII (2006, unknown): “Additionally, the inclusion of issues with student civility in this list of problems echoes the concerns of many instructors in higher education (e.g., Burns, 2003; Chory-Assad & Paulsel, 2004; Feldmann, 2001; Richardson, 1999).”
• College Teacher Misbehaviors: Direct and Indirect Effects on Student Communication Behavior and Traditional Learning Outcomes (2009, background): “Previous reliability coefficients ranging from .66 to .82 have been reported for the subscales (Chory-Assad & Paulsel, 2004; Paulsel & Chory-Assad, 2004, 2005).”
• 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).”
• Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages (2012, unknown): “Examples of these behavioral outcomes directed toward the instructor include deception, resistance, revenge, and aggression (Chory-Assad, 2002 ; Chory-Assad & Paulsel, 2004a , 2004b ; Paulsel & Chory-Assad, 2005 ).”