Professors' and Colleagues' Fairness Perceptions in Prediction of Work Engagement of Students

Cilj je ovog istraživanja ispitati odnos percipirane pravednosti profesora i kolega te radne angažiranosti studenata. U ispitivanju je sudjelovalo 1513 studenata Filozofskog fakulteta u Rijeci i Osijeku (314 muškog i 1199 ženskog spola). Primijenjeni su instrumenti za mjerenje dimenzija percepcije pravednosti profesora (distributivne, proceduralne i interakcijske), interpersonalne pravednosti kolega te dimenzija radne angažiranosti studenata (energija, posvećenost i udubljenost). Rezultati su pokazali da je percipirana pravednost profesora i kolega značajno i pozitivno povezana sa dimenzijama radne angažiranosti studenata. Regresijskim je analizama provjereno u kojoj mjeri dimenzije percepcije pravednosti profesora i kolega predviđaju pojedine dimenzije radne angažiranosti studenata. Rezultati su pokazali sljedeće:a) u predviđanju energije kao dimenzije radne angažiranosti kao značajni prediktor pokazala se interakcijska pravednost profesora; b) u predviđanju posvećenosti kao dimenzije radne angažiranosti kao značajni prediktori pokazale su se distributivna pravednost profesora, proceduralna pravednost profesora, interakcijska pravednost profesora i interakcijska pravednost kolega; c) u predviđanju udubljenosti kao dimenzije radne angažiranosti, kao značajni prediktori pokazale su se distributivna i interakcijska pravednost profesora.The aim of this study was to examine the relationship of perceived professors' and colleagues' fairness and work engagement of students. The study included 1513 students of the Faculty of Humanities and Social Sciences in Rijeka and Osijek (314 males and 1199 females). The instruments for measuring the dimensions of perception of professors' fairness (distributive, procedural and interactional), colleagues' interpersonal fairness and the dimensions of work engagement of students (energy, dedication and absorption), were applied. The results showed that the perceived fairness of professors and colleagues significantly and positively correlated with the dimensions of work engagement of students. Regression analyses were applied to verify to what extent the dimensions of professors’ and colleagues’ fairness predict certain dimensions of work engagement of students. The results showed the following: a) in predicting energy the professors’ interactional fairness proven to be a significant predictor; b) in the prediction of dedication significant predictors were professors’ distributive, procedural and interactional fairness, as well as colleagues’ interpersonal fairness; c) in the prediction of absorption significant predictors proven to be professors’ distributive and interactional fairness