(504)EXAMINING THE EFFECTS OF STUDENTS’ PERCEPTIONS OFCLASSROOM JUSTICE ON THEIR EMOTIONAL RESPONSES INTHE CLASSROOM

摘要

One purpose of this study was to examine the emotional response theory in theinstructional context. A second purpose of this study was to determine the predictivepower of classroom justice. The effects of distributive, procedural, and interactionaljustice on students’ emotional response were examined. Students (N = 511) completedquestionnaires about the class they had immediately before the class in which data werecollected. Results indicated that classroom justice positively predicted students’emotional response. Implications and limitations of these findings in the instructionalcontext were discussed. In addition, directions for future research were offered.