Perceptions of Instructor Interactional Justice as a Predictor of Student Resistance

Abstract

This study examined students’ perceptions of instructor interactional justice as a predictor of students’ self-reported likelihood of using teacher-owned resistance strategies. Interactional justice refers to the fairness and quality of interpersonal treatment students receive from their instructors. Results indicate that students’ perceptions of instructor interactional justice negatively predicted the student resistance strategies of Teacher Advice, Teacher Blame, Appeal to Powerful Others, and Modeling Teacher Affect. This study suggests that instructors use interactional justice as a possible means to reduce student resistance.

Keywords:

• Classroom Justice
• Interactional Justice
• Student Resistance

Notes

An earlier version of this paper was presented at the 2004 annual meeting of the Central States Communication Association, Cleveland, OH and was named a Top Four Paper in the Communication Education Interest Group.

Additional information

Notes on contributors

Michelle L. Paulsel

Michelle L. Paulsel (EdD, West Virginia University, 2005) is an Assistant Professor

Rebecca M. Chory-Assad

Rebecca M. Chory-Assad (PhD, Michigan State University, 2000) is an Assistant Professor in the Department of Communication Studies at West Virginia University