Students' Perception of Academic Justice, Academic Satisfaction and Academic Optimism

Abstract

Doživljaj pravednosti profesora i kolega na fakultetu utječe na stavove i ponašanja studenata. U ovom se radu ispituje u kojoj mjeri demografska obilježja, akademski uspjeh, percipirana pravednost profesora i kolega te zadovoljstvo studijem predviđaju dimenzije akademskog optimizma. U ispitivanju je sudjelovalo 1513 studenata Filozofskih fakulteta u Rijeci i Osijeku. Ispitanici su odgovarali po principu papir-olovka na skali Likertova tipa, procijenjujući koliko se neka tvrdnja odnosi na njih. Za kriterij povjerenje u profesore, značajni prediktori su akademski uspjeh, tri dimenzije pravednosti profesora i zadovoljstvo studijem. U drugoj regresijskoj analizi, gdje je kriterijska varijabla studentova percepcija akademskog pritiska/poticaja, značajni su svi prediktori, osim dobi. Za kriterij identifikacija studenata s fakultetom značajni prediktori su spol, mjere doživljaja pravednosti profesora i kolega te zadovoljstvo studijem. Rezultati hijerarhijskih regresijskih analiza pokazuju da navedeni prediktori najbolje objašnjavaju identifikaciju sa fakultetom, zatim povjerenje u profesore, a najmanje dimenziju percepcija akademskog pritiska/poticaja. Ovo istraživanje daje temelje za ispitivanje pravednosti i akademskih ishoda u kontekstu fakulteta.Student perception of professors' and colleagues' justice affects the attitudes and behaviors of students. This study examines the extent to which demographic characteristics, academic success, perceived fairness of professors and colleagues and academic satisfaction predicts the three dimensions of academic optimism. The study included a sample of 1513 students of the Faculty of Humanities and Social Sciences in Rijeka and Osijek. Participants answered according to the principle of paper-pencil on the Likert type scale, by assessing which claim and with which intensity applies to them. Significant predictors for dimension trust in teachers were academic success, procedural, distibutive and interactional justice of professors, and academic satisfaction. For second criterion, academic press, all predictors were significant except age. In the last reggression criterion was identification with the faculty whose predictors were gender, all dimensions of professors' and colleagues' justice and academic satisfaction. Results of hierarchical regression analyzes show that these predictors best explain the identification with the faculty, then trust in teachers, and the least dimension of perception of academic pressure/incentives. This research gives basis for analysing justice and academic outcomes in academic context