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Communication Research Reports Volume 22, 2005 - Issue 4
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Original Articles

Perceptions of Instructor Interactional Justice as a Predictor of Student ResistanceFootnote

Michelle L. PaulselCorrespondence[email protected]
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Rebecca M. Chory-AssadView further author information
Pages 283-291 | Published online: 17 Feb 2007

Citations (38)

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Read on this site (23)

Jose Carlo G. de Pano. (2023) Typologies of rejected requests and compliance-resistance strategies in various interpersonal influence contexts. Atlantic Journal of Communication 0:0, pages 1-16.
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Rebecca M. Chory, Kiyana Zhaleh & Masoomeh Estaji. (2022) Perceptions of instructor injustice in COVID-19-imposed online courses: EFL students’ perceptions and experiences in focus. Communication Quarterly 70:5, pages 469-494.
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Amirhossein Rasooli, Hamed Zandi & Christopher DeLuca. (2022) Measuring Fairness and Justice in the Classroom: A Systematic Review of Instruments’ Validity Evidence. School Psychology Review 0:0, pages 1-26.
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Fu Chen & Ying Cui. (2020) Investigating the relation of perceived teacher unfairness to science achievement by hierarchical linear modeling in 52 countries and economies. Educational Psychology 40:3, pages 273-295.
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Cynthia Atamba. (2019) Restorative effects of awe on negative affect after receiving negative performance feedback. Journal of Psychology in Africa 29:2, pages 95-103.
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Nadia Siddiqui, Stephen Gorard & Beng Huat See. (2019) Can programmes like Philosophy for Children help schools to look beyond academic attainment?. Educational Review 71:2, pages 146-165.
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Joseph P. Mazer & Elizabeth E. Graham. (2015) Measurement in Instructional Communication Research: A Decade in Review. Communication Education 64:2, pages 208-240.
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Idris Yilmaz. (2014) Fairness in the Learning Environment and Satisfaction with Life: A Study of Turkish University Students of Sports Sciences. The Anthropologist 18:3, pages 1069-1076.
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Rebecca M. Chory, Sean M. Horan, Shannon T. Carton & Marian L. Houser. (2014) Toward a Further Understanding of Students' Emotional Responses to Classroom Injustice. Communication Education 63:1, pages 41-62.
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Jennifer Linn Holmgren & San Bolkan. (2014) Instructor Responses to Rhetorical Dissent: Student Perceptions of Justice and Classroom Outcomes. Communication Education 63:1, pages 17-40.
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SeanM. Horan, RebeccaM. Chory, ShannonT. Carton, Erin Miller & PeterC. J. Raposo. (2013) Testing Leader–Member Exchange Theory as a Lens to Understand Students’ Classroom Justice Perceptions and Antisocial Communication. Communication Quarterly 61:5, pages 497-518.
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Laura E. Young, Sean M. Horan & Brandi N. Frisby. (2013) Fair and Square? An Examination of Classroom Justice and Relational Teaching Messages. Communication Education 62:4, pages 333-351.
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SeanM. Horan, MatthewM. Martin & Keith Weber. (2012) Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages. Communication Quarterly 60:2, pages 210-233.
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ChristopherJ. Claus, RebeccaM. Chory & ColleenC. Malachowski. (2012) Student Antisocial Compliance-Gaining as a Function of Instructor Aggressive Communication and Classroom Justice. Communication Education 61:1, pages 17-43.
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AlanK. Goodboy. (2011) The Development and Validation of the Instructional Dissent Scale. Communication Education 60:4, pages 422-440.
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AlanK. Goodboy. (2011) Instructional Dissent in the College Classroom. Communication Education 60:3, pages 296-313.
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SeanM. Horan, RebeccaM. Chory & Alan K. Goodboy. (2010) Understanding Students' Classroom Justice Experiences and Responses. Communication Education 59:4, pages 453-474.
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JosephL. Chesebro & MatthewM. Martin. (2010) Message Framing in the Classroom: The Relationship Between Message Frames and Student Perceptions of Instructor Power. Communication Research Reports 27:2, pages 159-170.
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SeanM. Horan & ScottA. Myers. (2009) An Exploration of College Instructors' Use of Classroom Justice, Power, and Behavior Alteration Techniques. Communication Education 58:4, pages 483-496.
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D. Joel Whalen & Steven K. Koernig. (2009) Maintaining Fairness When a Student Goes Afoul of Classroom Rules: A Procedural Justice Model. Marketing Education Review 19:2, pages 27-33.
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AlanK. Goodboy & San Bolkan. (2009) College Teacher Misbehaviors: Direct and Indirect Effects on Student Communication Behavior and Traditional Learning Outcomes. Western Journal of Communication 73:2, pages 204-219.
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RebeccaM. Chory & CatherineY. Kingsley Westerman. (2009) Feedback and Fairness: The Relationship Between Negative Performance Feedback and Organizational Justice. Western Journal of Communication 73:2, pages 157-181.
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RebeccaM. Chory. (2007) Enhancing Student Perceptions of Fairness: The Relationship between Instructor Credibility and Classroom Justice. Communication Education 56:1, pages 89-105.
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Articles from other publishers (15)

Benjamin Looker. (2022) The discovery of the implicit pupil‐teacher social contract. Review of Education 10:3.
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Denise Wong, Kelly-Ann Allen & Beatriz Gallo Cordoba. (2022) Examining the relationship between student attributional style, perceived teacher fairness, and sense of school belonging. Contemporary Educational Psychology 71, pages 102113.
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Ruiyun Sun. (2022) EFL Learners' Perceptions of Classroom Justice: Does Teacher Immediacy and Credibility Matter?. Frontiers in Psychology 13.
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Mediha Sarı & Ece Yolcu. (2020) Students’ Resistance Behaviors: What Do Turkish Primary Teachers Face?. Acta Educationis Generalis 10:2, pages 1-25.
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Usman Ghani, Xuesong Zhai, J. Michael Spector, Nian-Shing Chen, Lin Lin, Donghong Ding & Muhammad Usman. (2019) Knowledge hiding in higher education: role of interactional justice and professional commitment. Higher Education 79:2, pages 325-344.
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Ingo Winkler & Irma Rybnikova. (2019) Student resistance in the classroom—Functional‐instrumentalist, critical‐emancipatory and critical‐functional conceptualisations. Higher Education Quarterly 73:4, pages 521-538.
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Yunkyoung Cho. (2018) The Effect of Teachers’ Communication on Classroom Justice. Journal of Communication Research 55:3, pages 211-248.
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Ronghuan Jiang, Ru-De Liu, Yi Ding, Rui Zhen, Yan Sun & Xinchen Fu. (2018) Teacher Justice and Students’ Class Identification: Belief in a Just World and Teacher–Student Relationship as Mediators. Frontiers in Psychology 9.
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Natalie Ehrhardt-Madapathi, Johanna Pretsch & Manfred Schmitt. (2017) Effects of injustice in primary schools on students’ behavior and joy of learning. Social Psychology of Education 21:2, pages 337-369.
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Amirhossein Rasooli, Hamed Zandi & Christopher DeLuca. (2018) Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond. Studies in Educational Evaluation 56, pages 164-181.
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Rebecca M. Chory, Sean M. Horan & Marian L. Houser. (2017) Justice in the Higher Education Classroom: Students’ Perceptions of Unfairness and Responses to Instructors. Innovative Higher Education 42:4, pages 321-336.
Crossref
Gražina Čiuladienė & Daiva Račelytė. (2016) Perceived unfairness in teacher-student conflict situations: students’ point of view. Polish Journal of Applied Psychology 14:1, pages 49-66.
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Natalie Ehrhardt, Johanna Pretsch, Ivana Herrmann & Manfred Schmitt. (2015) Observing justice in the primary school classroomBeobachtung von Unterrichtsgerechtigkeit in der Grundschule. Zeitschrift für Erziehungswissenschaft 19:1, pages 157-190.
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Ali Kazemi. (2016) Examining the Interplay of Justice Perceptions, Motivation, and School Achievement among Secondary School Students. Social Justice Research 29:1, pages 103-118.
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Chiara Berti, Luisa Molinari & Giuseppina Speltini. (2010) Classroom justice and psychological engagement: students’ and teachers’ representations. Social Psychology of Education 13:4, pages 541-556.
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