Justice in the Higher Education Classroom: Students' Perceptions of Unfairness and Responses to Instructors

Autor/inn/en	Chory, Rebecca M.; Horan, Sean M.; Houser, Marian L.
Titel	Justice in the Higher Education Classroom: Students' Perceptions of Unfairness and Responses to Instructors
Quelle	In: Innovative Higher Education, 42 (2017) 4, S.321-336 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-5627
DOI	10.1007/s10755-017-9388-9
Schlagwörter	Undergraduate Students; Student Attitudes; Justice; Student Evaluation of Teacher Performance; Emotional Response; Psychological Patterns; Student Behavior; Dissent; Stress Variables; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Schülerverhalten; Gerechtigkeit; Emotionales Verhalten; Student behaviour; Dissens; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	We investigated college students' perceptions of instructor unfairness and their emotional and behavioral reactions to perceived injustice. Results obtained from 397 undergraduates from three universities in the United States indicate that anger and dissent were the strongest emotional and behavioral responses to injustice. Furthermore, disgust mediated the influence of injustice on student behaviors most damaging to professors--taking action, expressing verbal aggression, and dissenting to authority. Stress mediated the effect of injustice on the most constructive student behaviors--changing their approach and engaging in the class. We discuss the implications of the results of our study for the student-instructor relationship and learning in the contemporary higher education environment. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01