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Valentina Grazia & Luisa Molinari. (2023) A multidimensional approach to the study of school climate and student engagement. The Journal of Educational Research 116:6, pages 386-395.
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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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Jie Hu, Yi Peng & Hong Ma. (2022) Examining the contextual factors of science effectiveness: a machine learning-based approach. School Effectiveness and School Improvement 33:1, pages 21-50.
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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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Trevor G. Gates, Kristin Heffernan & Rachel Sudore. (2015) Social Work Students as Market Consumers: Faculty Perceptions of Customer Service Expectations. Social Work Education 34:7, pages 881-894.
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Articles from other publishers (25)
Valentina Grazia, Luisa Molinari & Consuelo Mameli. (2024) Contrasting school dropout: The protective role of perceived teacher justice. Learning and Instruction 89, pages 101826.
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Scarlett Kobs, Jenny Lenkeit, Nadine Spörer, Anne Hartmann, Antje Ehlert & Michel Knigge. (2023) Gerechtigkeitserleben und soziale Partizipation in der Adoleszenz in inklusiven Schulen. Zeitschrift für Pädagogische Psychologie.
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Sinem TARHAN. (2023) The Relationship between Perception of Classroom Justice and Dispositional HopeSınıfta Adalet Algısı ile Sürekli Umut Düzeyi Arasındaki İlişki. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24:1, pages 99-123.
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Huanu Xu & Zheng Chen. (2022) Perceived teacher procedural justice and aggressive behaviors among Chinese primary students: The mediating roles of negative evaluation of school rules and malicious envy. Social Psychology of Education 26:1, pages 25-44.
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Consuelo Mameli, Valentina Grazia & Luisa Molinari. (2023) Student agency: Theoretical elaborations and implications for research and practice. International Journal of Educational Research 122, pages 102258.
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Consuelo Mameli, Valentina Grazia, Stefano Passini & Luisa Molinari. (2021) Student perceptions of interpersonal justice, engagement, agency and anger: a longitudinal study for reciprocal effects. European Journal of Psychology of Education 37:3, pages 765-784.
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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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Scarlett Kobs, Antje Ehlert, Jenny Lenkeit, Anne Hartmann, Nadine Spörer & Michel Knigge. (2022) The Influence of Individual and Situational Factors on Teachers’ Justice Ratings of Classroom Interactions. Frontiers in Psychology 13.
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Valentina Grazia, Consuelo Mameli & Luisa Molinari. (2020) Adolescents’ profiles based on student agency and teacher autonomy support: does interpersonal justice matter?. European Journal of Psychology of Education 36:4, pages 1117-1134.
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Consuelo Mameli, Valentina Grazia & Luisa Molinari. (2020) Agency, responsibility and equity in teacher versus student-centred school activities: A comparison between teachers’ and learners’ perceptions. Journal of Educational Change 21:2, pages 345-361.
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Sevgi Bayram Özdemir & Metin Özdemir. (2019) How do Adolescents’ Perceptions of Relationships with Teachers Change during Upper-Secondary School Years?. Journal of Youth and Adolescence 49:4, pages 921-935.
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Raul Magni-Berton & Diego Ríos. (2018) Why do academics oppose the market? A test of Nozick’s hypothesis. Current Sociology 67:6, pages 856-878.
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Consuelo Mameli & Stefano Passini. (2018) Development and Validation of an Enlarged Version of the Student Agentic Engagement Scale. Journal of Psychoeducational Assessment 37:4, pages 450-463.
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Shuyang Jiang, Ru-De Liu, Yi Ding, Tian Po Oei, Xinchen Fu & Wei Hong. (2019) Victim Sensitivity and Altruistic Behavior in School: Mediating Effects of Teacher Justice and Teacher-Student Relationship. Frontiers in Psychology 10.
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Consuelo Mameli, Luisa Molinari & Stefano Passini. (2018) Agency and responsibility in adolescent students: A challenge for the societies of tomorrow. British Journal of Educational Psychology 89:1, pages 41-56.
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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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Yan Liu, Leishi Fei, Xiaomin Sun, Cong Wei, Fang Luo, Zhongquan Li, Liming Shen, Gang Xue & Xiuyun Lin. (2018) Parental Rearing Behaviors and Adolescent’s Social Trust: Roles of Adolescent Self-esteem and Class Justice Climate. Journal of Child and Family Studies 27:5, pages 1415-1427.
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Abdullah Sürücü & Ali Ünal. (2018) Öğrenci Motivasyonunu Artıran ve Azaltan Öğretmen Davranışlarının İncelenmesi. OPUS Uluslararası Toplum Araştırmaları Dergisi.
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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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Luisa Molinari & Consuelo Mameli. (2017) Basic psychological needs and school engagement: a focus on justice and agency. Social Psychology of Education 21:1, pages 157-172.
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Özden Turgut & Bahtiyar Eraslan Çapan. (2017) Ergen Psikolojik Sağlamlık Düzeyinin Yordayıcıları: Algılanan Sosyal Destek ve Okul Bağlılığı. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, pages 162-183.
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Daniel Quin. (2016) Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement. Review of Educational Research 87:2, pages 345-387.
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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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Terence V. Bowles. (2016) Who's the Fairest of Them All and Does It Really Matter? Positive and Negative Affective Responses to Levels of Relational Equity in Adolescent Relationships. Journal of Relationships Research 7.
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