The Relationship between Perception of Classroom Justice and Dispositional Hope

Sinem Tarhan

doi:10.17679/inuefd.1156799

TR EN

Sınıfta Adalet Algısı ile Sürekli Umut Düzeyi Arasındaki İlişki

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.

Keywords

Dağıtım Adaleti, Süreç Adaleti, Etkileşim Adaleti, Sürekli Umut

The Relationship between Perception of Classroom Justice and Dispositional Hope

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.

Keywords

Distributive Justice, Procedural Justice, , İnteractional Justice, Dispositional Hope

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English

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-

Journal Section

Research Article

Authors

Sinem Tarhan ^*
0000-0001-7297-2499
Türkiye

Publication Date

May 13, 2023

Submission Date

August 5, 2022

Acceptance Date

January 29, 2023

Published in Issue

Year 2023 Volume: 24 Number: 1

DOI

https://doi.org/10.17679/inuefd.1156799

IZ

https://izlik.org/JA23AS94PX

APA

Tarhan, S. (2023). The Relationship between Perception of Classroom Justice and Dispositional Hope. İnönü University Journal of the Faculty of Education, 24(1), 99-123. https://doi.org/10.17679/inuefd.1156799

AMA

1.Tarhan S. The Relationship between Perception of Classroom Justice and Dispositional Hope. INUJFE. 2023;24(1):99-123. doi:10.17679/inuefd.1156799

Chicago

Tarhan, Sinem. 2023. “The Relationship Between Perception of Classroom Justice and Dispositional Hope”. İnönü University Journal of the Faculty of Education 24 (1): 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 University Journal of the Faculty of Education 24 1 99–123.

IEEE

[1]S. Tarhan, “The Relationship between Perception of Classroom Justice and Dispositional Hope”, INUJFE, vol. 24, no. 1, pp. 99–123, May 2023, doi: 10.17679/inuefd.1156799.

ISNAD

Tarhan, Sinem. “The Relationship Between Perception of Classroom Justice and Dispositional Hope”. İnönü University Journal of the Faculty of Education 24/1 (May 1, 2023): 99-123. https://doi.org/10.17679/inuefd.1156799.

JAMA

1.Tarhan S. The Relationship between Perception of Classroom Justice and Dispositional Hope. INUJFE. 2023;24:99–123.

MLA

Tarhan, Sinem. “The Relationship Between Perception of Classroom Justice and Dispositional Hope”. İnönü University Journal of the Faculty of Education, vol. 24, no. 1, May 2023, pp. 99-123, doi:10.17679/inuefd.1156799.

Vancouver

1.Sinem Tarhan. The Relationship between Perception of Classroom Justice and Dispositional Hope. INUJFE. 2023 May 1;24(1):99-123. doi:10.17679/inuefd.1156799

Sınıfta Adalet Algısı ile Sürekli Umut Düzeyi Arasındaki İlişki

Abstract

Keywords

The Relationship between Perception of Classroom Justice and Dispositional Hope

Abstract

Keywords

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

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