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Communication Quarterly Volume 50, 2002 - Issue 1
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Original Articles

Classroom justice: Perceptions of fairness as a predictor of student motivation, learning, and aggression

Rebecca M. Chory‐Assad Assistant Professor of Communication Studies, West Virginia University, Morgantown, WV, 26506
Pages 58-77 | Published online: 21 May 2009

Citations (191)

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Read on this site (69)

R. E. Purtell, Christiana A. Robey, Madeleine D. Butcher & Matthew M. Martin. (2024) Inclusivity of students with special education needs and disabilities: memorable messages from teachers in secondary schools. International Journal of Inclusive Education 0:0, pages 1-15.
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Amirhossein Rasooli, Hamed Zandi & Christopher DeLuca. (2023) Measuring Fairness and Justice in the Classroom: A Systematic Review of Instruments’ Validity Evidence. School Psychology Review 52:5, pages 639-664.
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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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Mortaza Zare. (2022) The Formation and Management of Academic Entitlement: The Case of Extra Credit Assignments. College Teaching 70:4, pages 405-412.
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Baker Ayoun, Khalid Eyoun, Han Chen & Furkan Arasli. (2022) Mapping the relationships between hotel employees’ perceptions of performance appraisal fairness, satisfaction, and psychological contract. Journal of Human Resources in Hospitality & Tourism 21:4, pages 593-618.
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Andreea Butucescu & Dragoș Iliescu. (2022) Fairness perceptions in educational assessment: the role of positive and negative affect. Educational Studies 48:3, pages 310-322.
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Tim S. O. Lee. (2022) Motivational strategies in undergraduate EAP courses: student perceptions and suggestions. Asia Pacific Journal of Education 0:0, pages 1-21.
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Brandi Frisby, Nicholas Tatum, Flora Galy-Badenas & Elif Bengu. (2022) Testing the Applicability of the Instructional Beliefs Model across Three Countries: The Role of Culture as a Theoretical Parameter. Journal of Intercultural Communication Research 51:1, pages 1-21.
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Zac D. Johnson. (2021) Student-to-Teacher Confirmation: An Initial Investigation of the Types of Messages and Outcomes. Southern Communication Journal 86:4, pages 387-401.
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T. Kody Frey, Kelsey Moore & Marko Dragojevic. (2021) Syllabus Sanctions: Controlling Language and Fairness as Antecedents to Students’ Psychological Reactance and Intent to Comply. Communication Studies 72:3, pages 456-473.
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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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Kim Nguyen, Yue Yuan & Susan McNeeley. (2020) School Security Measures, School Environment, and Avoidance Behaviors. Victims & Offenders 15:1, pages 43-59.
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Evan H. Offstein & Rebecca M. Chory. (2019) In Defense of the Lecture: Revisiting and Reassessing Its Place within Management Pedagogy. Organization Management Journal 16:4, pages 350-362.
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Amirhossein Rasooli, Hamed Zandi & Christopher DeLuca. (2019) Conceptualising fairness in classroom assessment: exploring the value of organisational justice theory. Assessment in Education: Principles, Policy & Practice 26:5, pages 584-611.
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Kelsey P. Moore & Adam S. Richards. (2019) The Effects of Instructor Credibility, Grade Incentives, and Framing of a Technology Policy on Students’ Intent to Comply and Motivation to Learn. Communication Studies 70:4, pages 394-411.
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Lisa Bass. (2019) Caring for high school students in transcultural spaces: accessing student voice. International Journal of Leadership in Education 22:4, pages 421-438.
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Shahrzad Parvaresh, Hossein Pirnajmuddin & Akbar Hesabi. (2019) Student resistance in a literary translation classroom: a study within an instructional conversion experience from a transmissionist approach to a transformationist one. The Interpreter and Translator Trainer 13:2, pages 132-151.
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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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Clara Sabbagh & Nura Resh. (2018) World culture and social justice in a divided society: evaluations of Israeli Jewish and Arab teachers and students. Globalisation, Societies and Education 16:4, pages 494-514.
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Renee Kaufmann & Nicholas T. Tatum. (2018) Examining direct and indirect effects of classroom procedural justice on online students’ willingness to talk. Distance Education 39:3, pages 373-389.
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Daniela Torre Gibney, Courtney Preston, Timothy A. Drake, Ellen Goldring & Marisa Cannata. (2017) Bringing Student Responsibility to Life: Avenues to Personalizing High Schools for Student Success. Journal of Education for Students Placed at Risk (JESPAR) 22:3, pages 129-145.
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Christine Cooper Grace. (2017) Exploring the potential for and promise of incorporating distributive and procedural justices into post-secondary assessment of student learning. Teaching in Higher Education 22:3, pages 304-317.
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Carrie D. Kennedy-Lightsey. (2017) Instructional Dissent as a Conservation of Resources for Emotionally Exhausted Students. Western Journal of Communication 81:2, pages 188-205.
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Barbara A. Ritter, Patricia R. Hedberg & Kim Gower. (2016) Enhancing Teacher Credibility: What We Can Learn From the Justice and Leadership Literature. Organization Management Journal 13:2, pages 90-100.
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Deanna D. Sellnow, Anthony Limperos, Brandi N. Frisby, Timothy L. Sellnow, Patric R. Spence & Edward Downs. (2015) Expanding the Scope of Instructional Communication Research: Looking Beyond Classroom Contexts. Communication Studies 66:4, pages 417-432.
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JessalynI. Vallade, MatthewM. Martin & Keith Weber. (2014) Academic Entitlement, Grade Orientation, and Classroom Justice as Predictors of Instructional Beliefs and Learning Outcomes. Communication Quarterly 62:5, pages 497-517.
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Sally Vogl-Bauer. (2014) When Disgruntled Students Go to Extremes: The Cyberbullying of Instructors. Communication Education 63:4, pages 429-448.
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Sean M. Horan & Tamara D. Afifi. (2014) Advancing Instructional Communication: Integrating a Biosocial Approach. Communication Education 63:4, pages 383-404.
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JessalynI. Vallade & ScottA. Myers. (2014) Student Forgiveness in the College Classroom: Perceived Instructor Misbehaviors as Relational Transgressions. Communication Quarterly 62:3, pages 342-356.
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Zachary W. Goldman, San Bolkan & Alan K. Goodboy. (2014) Revisiting the Relationship between Teacher Confirmation and Learning Outcomes: Examining Cultural Differences in Turkish, Chinese, and American Classrooms. Journal of Intercultural Communication Research 43:1, pages 45-63.
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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, PeterC. J. Raposo & ShannonT. Carton. (2014) Priest as Teacher II: Understanding Priests’ Communicative Misbehaviors. Communication Quarterly 62:1, pages 18-35.
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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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San Bolkan & AlanK. Goodboy. (2013) No Complain, No Gain: Students' Organizational, Relational, and Personal Reasons for Withholding Rhetorical Dissent from their College Instructors. Communication Education 62:3, pages 278-300.
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JamesA. Katt & StevenJ. Collins. (2013) The Power of Provisional/Immediate Language Revisited: Adding Student Personality Traits to the Mix. Communication Research Reports 30:2, pages 85-95.
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Luisa Molinari, Giuseppina Speltini & Stefano Passini. (2013) Do perceptions of being treated fairly increase students’ outcomes? Teacher–student interactions and classroom justice in Italian adolescents. Educational Research and Evaluation 19:1, pages 58-76.
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Jeff Kerssen-Griep & PaulL. Witt. (2012) Instructional Feedback II: How Do Instructor Immediacy Cues and Facework Tactics Interact to Predict Student Motivation and Fairness Perceptions?. Communication Studies 63:4, pages 498-517.
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Tanja M. Vehkakoski. (2012) ‘More homework for me, too’. Meanings of differentiation constructed by elementary-aged students in classroom interaction. European Journal of Special Needs Education 27:2, pages 157-170.
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ChristopherJ. Claus, Melanie Booth-Butterfield & RebeccaM. Chory. (2012) The Relationship Between Instructor Misbehaviors and Student Antisocial Behavioral Alteration Techniques: The Roles of Instructor Attractiveness, Humor, and Relational Closeness. Communication Education 61:2, pages 161-183.
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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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Stacy Young, Dawn Kelsey & Alexander Lancaster. (2011) Predicted Outcome Value of E-mail Communication: Factors that Foster Professional Relational Development between Students and Teachers. Communication Education 60:4, pages 371-388.
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AlanK. Goodboy. (2011) Instructional Dissent in the College Classroom. Communication Education 60:3, pages 296-313.
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Lynn O. Cooper & Trey Buchanan. (2010) Listening Competency on Campus: A Psychometric Analysis of Student Listening. International Journal of Listening 24:3, pages 141-163.
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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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MichaelE. Gordon & CharlesH. Fay. (2010) The Effects of Grading and Teaching Practices on Students’ Perceptions of Grading Fairness. College Teaching 58:3, pages 93-98.
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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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TiffanyR. Wang & Paul Schrodt. (2010) Are Emotional Intelligence and Contagion Moderators of the Association between Students' Perceptions of Instructors' Nonverbal Immediacy Cues and Students' Affect?. Communication Reports 23:1, pages 26-38.
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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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AprilR. Trees, Jeff Kerssen-Griep & JonA. Hess. (2009) Earning Influence by Communicating Respect: Facework's Contributions to Effective Instructional Feedback. Communication Education 58:3, pages 397-416.
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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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JamesA. Katt & StevenJ. Condly. (2009) A Preliminary Study of Classroom Motivators and De-motivators from a Motivation-hygiene Perspective. Communication Education 58:2, pages 213-234.
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RebeccaM. Chory & AnneP. Hubbell. (2008) Organizational Justice and Managerial Trust as Predictors of Antisocial Employee Responses. Communication Quarterly 56:4, pages 357-375.
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Alf Lizzio & Keithia Wilson. (2008) Feedback on assessment: students’ perceptions of quality and effectiveness. Assessment & Evaluation in Higher Education 33:3, pages 263-275.
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Chad Edwards, Autumn Edwards, Qingmei Qing & ShawnT. Wahl. (2007) The Influence of Computer-Mediated Word-of-Mouth Communication on Student Perceptions of Instructors and Attitudes Toward Learning Course Content. Communication Education 56:3, pages 255-277.
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Alf Lizzio, Keithia Wilson & Veronica Hadaway. (2007) University students’ perceptions of a fair learning environment: a social justice perspective. Assessment & Evaluation in Higher Education 32:2, pages 195-213.
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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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PaulL. Nesbit & Suzan Burton. (2006) Student justice perceptions following assignment feedback. Assessment & Evaluation in Higher Education 31:6, pages 655-670.
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MichelleL. Paulsel & RebeccaM. Chory-Assad. (2005) Perceptions of Instructor Interactional Justice as a Predictor of Student Resistance . Communication Research Reports 22:4, pages 283-291.
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MichelleL. Paulsel, RebeccaM. Chory-Assad & KatieN. Dunleavy. (2005) The Relationship between Student Perceptions of Instructor Power and Classroom Justice . Communication Research Reports 22:3, pages 207-215.
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Anne P. Hubbell & Rebecca M. Chory‐Assad. (2005) Motivating factors: perceptions of justice and their relationship with managerial and organizational trust. Communication Studies 56:1, pages 47-70.
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Rebecca M. Chory‐Assad & Michelle L. Paulsel. (2004) Classroom justice: student aggression and resistance as reactions to perceived unfairness. Communication Education 53:3, pages 253-273.
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MichelleL. Paulsel & RebeccaM. Chory‐Assad. (2004) The relationships among instructors’ antisocial behavior alteration techniques and student resistance. Communication Reports 17:2, pages 103-112.
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RebeccaM. Chory‐Assad & MichelleL. Paulsel. (2004) Antisocial classroom communication: Instructor influence and interactional justice as predictors of student aggression. Communication Quarterly 52:2, pages 98-114.
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