Classroom (in)justice

Osnovni cilj ovog istraživanja bila je konstrukcija i validacija Upitnika pravednosti profesora i kolega. Radom se nastojalo ispitati i učinke percepcije pravednosti različitih izvora (profesora i kolega) na radnu angažiranost studenata, te provjeriti medijacijsku ulogu povjerenja u profesore u tim odnosima. Rezultati konfirmatorne faktorske analize, provedene na uzorku od 1513 studenata, potvrdili su četverofaktorsku strukturu novokonstruiranog upitnika (distributivna, proceduralna i interakcijska pravednost profesora te interakcijska pravednost kolega). Dobiveni rezultati hijerarhijske regresijske analize upućuju na to da distributivna, proceduralna i interakcijska pravednost profesora te interakcijska pravednost kolega doprinose radnoj angažiranosti studenata, i to uz posredujuću ulogu povjerenja u profesore. Suprotno očekivanjima, povjerenje u profesore djelomični je medijator čak i u odnosu interakcijske pravednosti kolega i radne angažiranosti studenata, što dodatno naglašava važnost odnosa profesora i studenata. Od svih dimenzija pravednosti, interakcijska se pravednost profesora pokazala najvažnijim prediktorom radne angažiranost, što je posebno važno s obzirom na to da su studenti upravo nju procjenjivali najnegativnije.The main aim of this study was the construction and validation of the Teachers’ and Peers’ Fairness Scale. Additionally, it explored the relationship between perceptions of multi-foci justice (teachers and peers) and student work engagement, as well as examined trust in teachers as a mediator. The results of confirmatory factor analysis performed on a sample of 1513 students confirmed the four-factor solution for the new questionnaire (distributive, procedural and interactional fairness of teachers, as well as interactional fairness of peers). The results also suggest that teachers’ distributive, procedural and interactional fairness, as well as the interactional fairness of peers, intensify the student work engagement, through students’ trust in their teachers. Contrary to what was expected, trust in teachers also partially mediated the relationship between peers’ interactional fairness and work engagement, which highlights the role of teacher-student relationships. Out of all the fairness dimensions, interactional fairness of teachers was found to be the strongest predictor of work engagement. This is particularly important, considering that it was the most negatively perceived fairness dimension in this study