Justice and Education

Resh, Nura; Sabbagh, Clara

doi:10.1007/978-1-4939-3216-0_19

Cited by 45 publications

(27 citation statements)

References 75 publications

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“…; and (c) what psychological and social consequences proceed from students' un/fairness perception? (Rasooli et al, 2019;Resh and Sabbagh, 2016). Underpinning these questions are core principles related to three dimensions of social psychology of justice (i.e., distributive justice, procedural justice, and interactional justice) that also bring about affective and behavioral reactions for students.…”

Section: Introductionmentioning

confidence: 99%

Students’ critical incidents of fairness in classroom assessment: an empirical study

et al. 2019

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Conceptualizing fairness through social psychology theory has recently been called for in classroom assessment (CA) literature. This study used two open-ended questionnaires to explore university students' critical incidents of fairness and unfairness and their affective and behavioral reactions to experiences of un/fairness. The findings showed that students' perceptions of CA fairness were comprised of distributive, procedural, and interactional justice principles. Collectively, students considered the distribution of outcomes, the procedures for outcome distributions, the interpersonal relationships, and the communication procedures in conceptualizing fairness. Students also reported positive feelings such as happiness, satisfaction, feeling valued, and hopefulness when describing fair incidents, while they tended to report negative feelings such as anger, upset, disappointment, and embarrassment as responses to unfair incidents. Students also reported increased classroom engagement and greater adaptation in responses to fairness incidents, while they reported class disengagement, inaction, and dissent as responses to unfair incidents. Building on these empirical findings, a more comprehensive conceptualization of fairness in CA contexts is proposed.

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Section: Introductionmentioning

confidence: 99%

Students’ critical incidents of fairness in classroom assessment: an empirical study

et al. 2019

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“…There should be a possibility of modifying and reversing decisions when new information is available, and there should be no bias in decision‐making processes (Leventhal, ). At school, practical examples of procedural justice are being represented at meetings where decisions affecting students are made, and the same grading criteria being applied to all students (Resh & Sabbagh, ).…”

Section: Introductionmentioning

confidence: 99%

Teachers' legitimacy: Effects of justice perception and social comparison processes

Pereira

Vala²,

Correia

2016

Brit J of Edu Psychol

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“…Notwithstanding these limitations, this study provides insights into practice and policy frameworks. First of all, by taking a step forward compared to the numerous studies showing the importance of justice for students’ adjustment (Oluwatayo et al ., ; Resh & Sabbagh, ), our work contributed to casting light on the role that this dimension has also in impacting learners’ responsibility. This has several implications for teacher practices, as it underlines the importance of building fair relationships to promote the development of a greater accountability in students.…”

Section: Discussionmentioning

confidence: 93%

“…This regards the student's feeling to be treated fairly by one's own teachers. This justice feeling permeates all social processes and interpersonal relationships in school, and as such, it is a crucial element for making the classroom a positive learning environment (e.g., Resh & Sabbagh, ).…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, the mediation role of student agency on career decision‐making self‐efficacy remains unexplored and no studies, to our knowledge, have taken into account the combined mediation value of student agentic engagement and student responsibility for learning with regard to both academic achievement and career decision‐making self‐efficacy. Finally, although a number of scholars have highlighted the role of interpersonal justice for student paths (Kazemi, ; Molinari, Speltini, & Passini, ; Peter et al ., ; Resh & Sabbagh, ), its impact in relation to student agentic engagement, responsibility for learning and career decision‐making self‐efficacy is still underinvestigated.…”

Section: Introductionmentioning

confidence: 99%

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Agency and responsibility in adolescent students: A challenge for the societies of tomorrow

Mameli

Molinari

Passini

2018

Brit J of Edu Psychol

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Structural equation modelling indicated that basic needs fulfilment positively predicts agency, responsibility, academic achievement, and career decision-making self-efficacy. Interpersonal justice positively predicts responsibility. The indirect effect from basic psychological needs on career decision-making self-efficacy through the mediating effects of student agentic engagement and student responsibility was significant. The indirect effect from interpersonal justice on career decision-making self-efficacy through the mediating effect of student responsibility for learning was significant. These results are commented at the light of their implications for teacher practices, as they emphasize the importance of good experiences at school for promoting in students an active civic sense and a greater accountability.

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Justice and Education

Cited by 45 publications

References 75 publications

Students’ critical incidents of fairness in classroom assessment: an empirical study

Students’ critical incidents of fairness in classroom assessment: an empirical study

Teachers' legitimacy: Effects of justice perception and social comparison processes

Agency and responsibility in adolescent students: A challenge for the societies of tomorrow

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