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  • 1.
    Kazemi, Ali
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Examining the Interplay of Justice Perceptions, Motivation, and School Achievement among Secondary School Students2016In: Social Justice Research, ISSN 0885-7466, E-ISSN 1573-6725, Vol. 29, no 1, p. 103-118Article in journal (Refereed)
    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.

  • 2.
    Kimmo, Eriksson
    et al.
    School of Education, Culture and Communication, Mälardalen University, Västerås, Sweden.
    Kazemi, Ali
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Törnblom, Kjell
    ETH Zürich, Zürich, Switzerland.
    A New Look at Individual Differences in Perceptions of Unfairness: The Theory of Maximally Unfair Allocations in Multiparty Situations2015In: Social Justice Research, ISSN 0885-7466, E-ISSN 1573-6725, Vol. 28, no 4, p. 401-414Article in journal (Refereed)
    Abstract [en]

    Previous research has demonstrated that unfairness judgments of resource allocations become more complex when there are more than two recipients. In order to explain some of this complexity, we propose a set of psychological mechanisms that may underlie four different choices of maximally unfair resource allocations (MUA): Self-Single-Loser, Self-One-Loser-of-Many, Self-Single-Winner, and Self-One-Winner-of-Many. From this psychological theory, several predictions are derived and tested in vignette studies involving a total of 708 participants recruited online using MTurk. As predicted by our theory, (1) choices of MUA where there is a single loser were much more common when the allocated resource was of negative rather than positive valence, and (2) the amount of egoistic bias individuals exhibited when judging the unfairness in receiving a small rather than a large share in a non-extreme multi-party allocation was predicted by their choices of MUA. These findings suggest that an individual’s choice of MUA reveals some generally relevant principles of how unfairness is perceived in multi-party allocations. This opens up new lines of inquiry, especially regarding research on social dilemmas and social value orientation.

  • 3.
    Miedeman, Joost
    et al.
    Department of Social and Organizational Psychology, Leiden University, Leiden, Netherlands / Faculty of Management and Organization, University of Groningen, Groningen, Netherlands.
    van den Bos, Kees
    Department of Social and Organizational Psychology, Utrecht University, Utrecht, Netherlands.
    Vermunt, Riël
    University of Skövde, School of Technology and Society.
    The influence of self-threats on fairness judgments and affective measures2006In: Social Justice Research, ISSN 0885-7466, E-ISSN 1573-6725, Vol. 19, no 2, p. 228-253Article in journal (Refereed)
    Abstract [en]

    This paper focuses on the question of why fairness matters to people. Extending on terror and uncertainty management theories and the literature on the self, it is proposed here that fairness can be a means of self-defense. Thinking of a situation that is threatening to the self therefore should make fairness a more important issue to people. The findings of two experiments support this line of reasoning: Asking participants to think about things that are threatening to themselves led to stronger reactions to manipulations of both procedural and distributive fairness. In the discussion it is argued that these findings suggest that fairness especially matters to people when they are trying to deal with threats to their selves.

  • 4.
    Ståhl, Tomas
    et al.
    Leiden University.
    Eek, Daniel
    University of Gothenburg.
    Kazemi, Ali
    University of Skövde, School of Technology and Society.
    Rape Victim Blaming as System Justification: The Role of Gender and Activation of Complementary Stereotypes2010In: Social Justice Research, ISSN 0885-7466, E-ISSN 1573-6725, Vol. 23, no 4, p. 239-258Article in journal (Refereed)
    Abstract [en]

    This research examined reactions towards female rape victims from a system justification perspective. Study 1 demonstrated that gender-related system justification motivation (Modern Sexism) predicted the propensity to blame a female rape victim among men, but not among women. Modern sexism predicted rape victim blaming among men even when statistically controlling for a general antipathy towards women, and the results were unaffected by social desirability concerns. Consistent with previous study on system justification theory, we demonstrated in Study 2 that system justification motivation can predict victim blaming also among women, provided that complementary stereotypes about women have been activated. By contrast, system justification motivation predicted men's propensity to blame a rape victim irrespective of whether complementary stereotypes about women had been experimentally activated.

  • 5.
    Törnblom, Kjell
    et al.
    University of Skövde, School of Technology and Society.
    Jasso, Guillermina
    Department of Sociology, New York University, 295 Lafayette Street, New York, NY 10012-9605, United States.
    Vermunt, Riël
    University of Skövde, School of Technology and Society.
    Theoretical Integration and Unification: A Focus on Justice2007In: Social Justice Research, ISSN 0885-7466, E-ISSN 1573-6725, Vol. 20, no 3, p. 263-269Article in journal (Refereed)
    Abstract [en]

    A commonly shared goal among scientists is to reach the ‘holy grail’ of theoretical integration or unification. We list several examples of such attempts within sociology and psychology in general and, more specifically, within the subarea of social justice. A distinction is made between the seemingly interchangeable terms integration and unification. We note the scarcity of work concerned with untangling the meaning of theoretical integration, with differentiating among forms of integration, and with mapping the variety of ways in which integration might be accomplished. The five articles published in this issue of Social Justice Research, and here briefly reviewed, address these and related questions and/or exemplify theoretical integration with a focus on justice.

  • 6.
    Törnblom, Kjell
    et al.
    University of Skövde, School of Technology and Society.
    Kazemi, Ali
    University of Skövde, School of Technology and Society.
    Justice Judgments of Physical Abuse and Theft: The Importance of Outcome and Procedure2010In: Social Justice Research, ISSN 0885-7466, E-ISSN 1573-6725, Vol. 23, no 4, p. 308-328Article in journal (Refereed)
    Abstract [en]

    The perceived justice of a situation is frequently a function of both outcome and procedure, but the importance of each may vary when making justice judgments. This study investigated the impact of type and severity of offence, social relationship and status on the perceived importance of the outcome and procedure for justice judgments. The outcome was considered more important than the procedure for judgments of both theft and physical abuse, regardless of offence severity, status of the offender and the victim-perpetrator social relationship. Both outcome and procedure were viewed as more important for judgments of physical abuse than theft. Data obtained for exploratory purposes yielded no correlation between ratings of justice and importance, indicating that the two are not aspects of the same construct. Integrations with work within criminology are discussed.

  • 7.
    Törnblom, Kjell Y.
    et al.
    University of Skövde, School of Technology and Society.
    Kazemi, Ali
    University of Skövde, School of Technology and Society.
    Social Justice Research: Mission, Some Prospects, and Challenges2011In: Social Justice Research, ISSN 0885-7466, E-ISSN 1573-6725, Vol. 24, no 1, p. 1-5Article in journal (Refereed)
  • 8.
    Törnblom, Kjell Y.
    et al.
    University of Skövde, School of Technology and Society.
    Vermunt, Riël
    University of Skövde, School of Technology and Society.
    Towards an Integration of Distributive Justice, Procedural Justice, and Social Resource Theories2007In: Social Justice Research, ISSN 0885-7466, E-ISSN 1573-6725, Vol. 20, no 3, p. 312-335Article in journal (Refereed)
    Abstract [en]

    The aim of this paper is to formulate new and more precise predictions regarding behavioral reactions to distributive and procedural injustice via insights from resource theory. The three theories share focus on discrepancies between actual and ideal states of existence as well as on psychological and behavioral reactions to discrepancy. But they also differ from each other in their conceptualizations and theorizing about these matters. Equity theory conceptualizes discrepancy as a perceived mismatch between inputs and outcomes; multiprinciple distributive justice and procedural justice theories view discrepancy as a mismatch between expected and applied distribution and procedural rules, respectively. Resulting feelings of inequity/injustice may trigger attempts to restore justice. Within the framework of resource theory, discrepancy concerns an inappropriate match between the nature of the provided and received resources. This leads to frustration which, in turn, may trigger attempts at retaliation. Limitations of the theories are discussed, with particular focus on their inability to match specific discrepancies with appropriate behavioral reactions. Behavioral predictions are based upon established congruence between behavioral reactions and violated procedural rules as well as type of inequity, as determined via their respective resource isomorphism. Limitations of the present integration attempt are discussed.

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