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Examining the Interplay of Justice Perceptions, Motivation, and School Achievement among Secondary School Students
University of Skövde, School of Health and Education. University of Skövde, Health and Education. (Kvinna, barn och familj, Woman, Child and Family)ORCID iD: 0000-0001-7164-0433
2016 (English)In: Social Justice Research, ISSN 0885-7466, E-ISSN 1573-6725, Vol. 29, no 1, 103-118 p.Article in journal (Refereed) Published
Abstract [en]

There is a paucity of empirical research on the social psychology of justice in educational settings. A few previous studies have predominantly focused on distributive and procedural justice concerns, and knowledge about the role of what have been called informational and interpersonal justice for school outcomes is very scarce. In the present study, data from 227 eighth- and ninth-grade students who participated in a survey study were analyzed to examine the interplay between relational justice concerns (decomposed into procedural, interpersonal, and informational justice), motivation to study, and school achievement. A comprehensive theoretically grounded multi-item measure of informational justice was developed and validated. The results showed that informational justice significantly predicts school grades, and that motivation to study fully mediates this effect. Neither procedural nor interpersonal justice was associated with school grades. The implications of these results for research and practice are discussed in detail.

Place, publisher, year, edition, pages
New York: Springer Science+Business Media B.V., 2016. Vol. 29, no 1, 103-118 p.
Keyword [en]
Justice, Education, School, Informational justice, Motivation to study, Grades, Interpersonal justice, Procedural justice
National Category
Social Psychology Psychology (excluding Applied Psychology)
URN: urn:nbn:se:his:diva-12085DOI: 10.1007/s11211-016-0261-2ISI: 000372922000005ScopusID: 2-s2.0-84961215379OAI: oai:DiVA.org:his-12085DiVA: diva2:916353
Available from: 2016-04-01 Created: 2016-04-01 Last updated: 2016-12-02Bibliographically approved

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Kazemi, Ali
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