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Sınıfta Adalet Algısı ile Sürekli Umut Düzeyi Arasındaki İlişki

Year 2023, , 99 - 123, 13.05.2023
https://doi.org/10.17679/inuefd.1156799

Abstract

Adalet kavramının okul ortamındaki yansıması olarak görülebilecek sınıfta adalet algısı öğrencilerin okula uyumlarının, gelecek planlarının, öğrenme motivasyonlarının, iyilik hallerinin, özsaygılarının güçlenmesinde ve antisosyal davranışların önlenmesinde önemli rol oynayan bir değişkendir. Bu araştırmada ele alınan diğer değişken umut ise bireylerin hayatına anlam katan, motivasyonlarını, uyumlarını, özgüvenlerini güçlendiren bir biliştir. Alanyazın incelendiğinde adalet algısı ile umut düzeyinin benzer değişkenlerle ilişkili olduğu gözlenmektedir. Alanyazındaki verilerden hareketle bu çalışmanın amacı sınıfta adalet algısının boyutları olan dağıtım, süreç ve etkileşim adaleti ile sürekli umut düzeyi arasında ilişki olup olmadığını incelemektir. Araştırmanın çalışma grubu Bartın il merkezindeki ortaöğretim kurumlarının 9-12. sınıflarına devam eden 507 öğrenciden oluşmaktadır. Çalışma grubunun tespitinde uygun örnekleme yöntemi kullanılmıştır. Analiz sonucunda sürekli umut ölçeğinden alınan puanlar ile dağıtım adaleti, süreç adaleti ve etkileşim adaleti ölçeklerinden alınan puanlar arasında pozitif yönde ve istatistiksel olarak anlamlı ilişkiler tespit edilmiştir. Bu doğrultuda pozitif psikolojinin önemli kavramlarından biri olan umut ile adalet algısı arasında birbirini güçlendiren bir ilişki olduğu söylenebilir. Çalışma öğrencilerin adalet algılarını ve umutlarını güçlendirmek için okullarda yapılabilecek etkinlikler üzerinde durularak tamamlanmıştır.

References

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The Relationship between Perception of Classroom Justice and Dispositional Hope

Year 2023, , 99 - 123, 13.05.2023
https://doi.org/10.17679/inuefd.1156799

Abstract

Classroom justice can be considered an extension of school justice and plays an important role in reinforcing students' school adaptation, planning skills, learning motivation, well-being, self-esteem, and deterring antisocial behaviors. Hope, another variable discussed in this study, is a cognition that brings meaning to life and enhances motivation, adaptation, and self-confidence. In the literature, justice perception and hope are correlated with similar variables. In this sense, this study aimed to reveal whether there was a correlation between classroom justice dimensions (i.e., distributive, procedural, and interactional justice) and continuous hope. The study sample consisted of 9th and 12th grade 507 students in the city center of Bartın. An appropriate sampling method was used to form the study group. The analysis results revealed positive and statistically significant correlations between the Continuous Hope Scale scores and the distributive, procedural, and interactional justice scale scores, suggesting a mutually reinforcing relationship between hope, a critical concept of positive psychology, and justice perception. Accordingly, the activities to improve students' justice perception and promote hope were emphasized in light of the findings.

References

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  • Bainbridge Frymier,A. & Houser,M.,L. (2000).The teacher-student relationship as an interpersonel relationship. Communication Education, 49 (3), 207-219 https://www.researchgate.net/publication/248940159_The_teacher-student_relationship_as_an_interpersonal_relationship
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  • Bempechat, J., Ronfard, S., Mirny, A., Li, J., & Holloway, S. D. (2013). She always gives grades lower than one deserves: A qualitative study of Russian adolescents’ perceptions of fairness in the classroom. Journal of Ethnographic & Qualitative Research, 7, 169-187.
  • Berti, C. , Molinari, L. ve Speltini, G. (2010). Classroom justice and psychological engagement: Students' and teachers' representations. Social Psychology Education, 13, 541–556. DOI 10.1007/s11218-010-9128-9
  • Büyükgöze, H. ve Kavak, Y. (2017). Algılanan örgütsel destek ve pozitif psikolojik sermaye ilişkisi: Lise öğretmenleri örnekleminde bir inceleme. Kuram ve Uygulamada Eğitim Yönetimi, 23(1), 1-32. doi: 10.14527/kuey.2017.001
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  • Chang, E. C. (1998). Dispositional optimism and primary and secondary appraisal of a stressor: Controlling for confounding influences and relations to coping and psychological and physical adjustment. Journal of Personality and Social Psychology, 74(4), 1109–1120. https://doi.org/10.1037/0022-3514.74.4.1109
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  • Chory-Assad, R. M. (2002). Classroom justice: Perceptions of fairness as a predictor of student motivation, learning, and aggression. Communication Quarterly, 50, 58-77.
  • Chory-Assad, R. M., & Paulsel, M. L. (2004a). Classroom justice: Student aggression and resistance as reactions to perceived unfairness. Communication Education , 53, 253-273.
  • Chory-Assad, R. M., & Paulsel, M. L. (2004b). Antisocial classroom communication: Instructor influence and interactional justice as predictors of student aggression. Communication Quarterly, 52, 98- 114.
  • Cohen-Charash, Y. &. Spector, P. E. (2011). The role of justice in organizations: a meta-analysis. Organizational Behavior and Human Decision Processes, 86 (2), 278–321, doi:10.1006/obhd.2001.2958.
  • Colquitt, J. A., Greenberg, J., & Zapata-Phelan, C. P. (2005). What is organizational justice? A historical overview. In J. Greenberg & J. A. Colquitt (Eds.), Handbook of organizational justice (pp. 3–56). Lawrence Erlbaum Associates Publishers.
  • Coutu, D. L. 2002. How resilience works. Harvard Business Review, 80(3): 46-55.
  • Cropanzano, R., & Greenberg, J. (1997). Progress in organizational justice: Tunneling through the maze. In C. L. Cooper & I. T. Robertson (Eds.), International review of industrial and organizational psychology (12, 317–372). London: Wiley. https://www.researchgate.net/publication/261286563_Progress_in_Organizational_Justice_Tunneling_Through_the_Maze
  • Dalbert, C., & Stoeber, J. (2005). The belief in a just world and distress at school. Social Psychology of Education, 8, 123–135.
  • Frymier, A. B., & Houser, M. L. (2000). The teacher-/student relationship as an interpersonal relationship. Communication Education, 49, 207-/219. DOI: 10.1080/03634520009379209 https://doi.org/10.1080/03634520009379209
  • Gallagher, M. W. & Lopez, S.J (2009). Positive expectancies and mental health: Identifying the unique contributions of hope and optimism, The Journal of Positive Psychology, 4 (6), 548-556. DOI: 10.1080/17439760903157166
  • Green , L.S., Oades, L.G. & Grant, A.M (2006) Cognitive-behavioral, solution focused life coaching: Enhancing goal striving, well-being, and hope, The Journal of Positive Psychology, 1 (3), 142-149, DOI: 10.1080/17439760600619849 https://doi.org/10.1080/17439760600619849
  • Gouveia-Pereira, M., Vala,J.,Palmonari, A. & Rubini, M. (2003). School experience, relational justice and legitimation of institutional. European Journal of Psychology of Education 18 (3), 309-325.
  • Griggs, S. (2017). The relationship between hope, core self-evaluations, emotional well-being, sexual risk taking, substance use, and academic performance in freshman university students. University of Massachusetts Medical School. Graduate School of Nursing Dissertations. DOI: 10.13028/wznj-v475. https://escholarship.umassmed.edu/gsn_diss/49
  • Groon, P. (2002). Distributed leadership as a unit of analysis. The Leadership Quarterly 13, 423–451
  • Gümüşeli, A.,İ. (2001). Çağdaş okul müdürünün liderlik alanları. Kuram ve Uygulamada Eğitim Yönetimi, 28 (28), 531 - 548
  • Güriz, A. (2001). Adalet kavramının belirsizliği. İçinde Betül Çotuksöken (Edt.) Cumhuriyet Döneminde Türkiye’de Öğretim ve Araştırma Alanı Olarak Felsefe, (315-330. Ankara : Türkiye Felsefe Kurumu.
  • Halbesleben, J. R. (2010). A meta-analysis of work engagement: Relationships with burnout, demands, resources, and consequences. Work engagement: A handbook of essential theory and research, 8(1), 102-117.
  • Harris, A. (2008). Distributed leadership: according to the evidence. Journal of Educational Administration, 46 ( 2), 172-188
  • Holmgren,J.L. & Bolkan,S. (2014) Instructor Responses to Rhetorical Dissent: Student Perceptions of Justice and Classroom Outcomes, Communication Education, 63(1), 17-40, DOI: 10.1080/03634523.2013.833644
  • Horan, S.M., Chory, R.M. & Goodboy, A.K. (2010). Understanding students’ classroom justice experiences and responses. Communication Education, 59 (4), 453- 474.
  • Houston, M.B. & Bettencourt, L.A. (1999). But that’s not fair! an exploratory study of student perceptions of ınstructor fairness. Journal of Marketing Education, 21(2), 1999 84-96
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Primary Language English
Journal Section Articles
Authors

Sinem Tarhan 0000-0001-7297-2499

Publication Date May 13, 2023
Published in Issue Year 2023

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APA Tarhan, S. (2023). The Relationship between Perception of Classroom Justice and Dispositional Hope. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 99-123. https://doi.org/10.17679/inuefd.1156799
AMA Tarhan S. The Relationship between Perception of Classroom Justice and Dispositional Hope. INUEFD. May 2023;24(1):99-123. doi:10.17679/inuefd.1156799
Chicago Tarhan, Sinem. “The Relationship Between Perception of Classroom Justice and Dispositional Hope”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24, no. 1 (May 2023): 99-123. https://doi.org/10.17679/inuefd.1156799.
EndNote Tarhan S (May 1, 2023) The Relationship between Perception of Classroom Justice and Dispositional Hope. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24 1 99–123.
IEEE S. Tarhan, “The Relationship between Perception of Classroom Justice and Dispositional Hope”, INUEFD, vol. 24, no. 1, pp. 99–123, 2023, doi: 10.17679/inuefd.1156799.
ISNAD Tarhan, Sinem. “The Relationship Between Perception of Classroom Justice and Dispositional Hope”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24/1 (May 2023), 99-123. https://doi.org/10.17679/inuefd.1156799.
JAMA Tarhan S. The Relationship between Perception of Classroom Justice and Dispositional Hope. INUEFD. 2023;24:99–123.
MLA Tarhan, Sinem. “The Relationship Between Perception of Classroom Justice and Dispositional Hope”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol. 24, no. 1, 2023, pp. 99-123, doi:10.17679/inuefd.1156799.
Vancouver Tarhan S. The Relationship between Perception of Classroom Justice and Dispositional Hope. INUEFD. 2023;24(1):99-123.

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