University of Rijeka. Faculty of Humanities and Social Sciences. Department of Psychology.
Abstract
Cilj je ovoga istraživanja konstrukcija i validacija Skale pravednosti profesora i kolega, kojom se ujedno željelo ispitati povezanost distributivne, interakcijske i proceduralne pravednosti profesora, interpersonalne pravednosti kolega i relevantnih sociodemografskih obilježja sa zadovoljstvom studijem te ispitati odnos između pravednosti i zadovoljstva studijem. Istraživanje je provedeno na 134 studenta psihologije Filozofskog fakulteta Sveučilišta u Rijeci.Rezultati su pokazali kako je pravednost profesora u akademskom kontekstu trodimenzionalni konstrukt te je dobivena jednofaktorska struktura interpersonalne pravednosti kolega. Pravednost profesora i kolega povezana je sa zadovoljstvom studijem, a najboljim prediktorom zadovoljstva studijem pokazala se interakcijska pravednost profesora.Pruženi su podaci o praktičnim implikacijama i smjernicama za buduća istraživanja te o ograničenjima ovoga rada.The aim of this study is construction and validation of Teacher justice and peer justice scale. In addition, an attempt was made to examine relationship between distributive, interactional and procedural teacher justice, interpersonal peer justice, important socio-demographic characteristics and student satisfaction with higher education. Also, the aim was to determine effects of classroom justice to the student satisfaction with higher education. Study was conducted on 134 psychology student from Faculty of Humanities and Social Sciences University of Rijeka.Results have shown that teacher justice is three dimensional construct. Peer justice is one dimensional construct, named interpersonal peer justice. Teacher justice and peer justice were positively associated with student satisfaction and interactional teacher justice was primary predictor of student satisfaction.Practical implications, future directions and limitations of this study are provided
