In this study, we have investigated the associations between the students’ perceptions of teachers’ interpersonal behaviour and some school outcomes – namely, academic achievement, learning motivation, and a sense of class belonging – considering the mediating role of classroom justice. Moreover, the impact of the school type was analysed. The research was performed on a population of 614 Italian students enrolled in two different types of secondary school, one with an academic orientation versus the other with a vocational orientation. Structural Equation Modelling (SEM) was used to see the effect of the teachers’ behaviour on the dimensions of justice (i.e. equality, equity, needs, and interpersonal) and that of all these variables on academic achievement, learning motivation and class belonging. The mediation role of classroom justice was confirmed by the analyses, and so was the impact of the school’s orientation. Limitations to the study and future research ideas have also been outlined.

Do Perceptions of Being Treated Fairly Increase Students’ Outcomes? Teacher-Student Interactions and Classroom Justice in Italian Adolescents

MOLINARI, LUISA;SPELTINI, GIUSEPPINA;PASSINI, STEFANO
2013

Abstract

In this study, we have investigated the associations between the students’ perceptions of teachers’ interpersonal behaviour and some school outcomes – namely, academic achievement, learning motivation, and a sense of class belonging – considering the mediating role of classroom justice. Moreover, the impact of the school type was analysed. The research was performed on a population of 614 Italian students enrolled in two different types of secondary school, one with an academic orientation versus the other with a vocational orientation. Structural Equation Modelling (SEM) was used to see the effect of the teachers’ behaviour on the dimensions of justice (i.e. equality, equity, needs, and interpersonal) and that of all these variables on academic achievement, learning motivation and class belonging. The mediation role of classroom justice was confirmed by the analyses, and so was the impact of the school’s orientation. Limitations to the study and future research ideas have also been outlined.
Molinari L.; Speltini G.; Passini S.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11585/129339
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