Araştırma Makalesi
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Sınıfta Adalet Algısı ile Sürekli Umut Düzeyi Arasındaki İlişki

Yıl 2023, Cilt: 24 Sayı: 1, 99 - 123, 13.05.2023
https://doi.org/10.17679/inuefd.1156799

Öz

Adalet kavramının okul ortamındaki yansıması olarak görülebilecek sınıfta adalet algısı öğrencilerin okula uyumlarının, gelecek planlarının, öğrenme motivasyonlarının, iyilik hallerinin, özsaygılarının güçlenmesinde ve antisosyal davranışların önlenmesinde önemli rol oynayan bir değişkendir. Bu araştırmada ele alınan diğer değişken umut ise bireylerin hayatına anlam katan, motivasyonlarını, uyumlarını, özgüvenlerini güçlendiren bir biliştir. Alanyazın incelendiğinde adalet algısı ile umut düzeyinin benzer değişkenlerle ilişkili olduğu gözlenmektedir. Alanyazındaki verilerden hareketle bu çalışmanın amacı sınıfta adalet algısının boyutları olan dağıtım, süreç ve etkileşim adaleti ile sürekli umut düzeyi arasında ilişki olup olmadığını incelemektir. Araştırmanın çalışma grubu Bartın il merkezindeki ortaöğretim kurumlarının 9-12. sınıflarına devam eden 507 öğrenciden oluşmaktadır. Çalışma grubunun tespitinde uygun örnekleme yöntemi kullanılmıştır. Analiz sonucunda sürekli umut ölçeğinden alınan puanlar ile dağıtım adaleti, süreç adaleti ve etkileşim adaleti ölçeklerinden alınan puanlar arasında pozitif yönde ve istatistiksel olarak anlamlı ilişkiler tespit edilmiştir. Bu doğrultuda pozitif psikolojinin önemli kavramlarından biri olan umut ile adalet algısı arasında birbirini güçlendiren bir ilişki olduğu söylenebilir. Çalışma öğrencilerin adalet algılarını ve umutlarını güçlendirmek için okullarda yapılabilecek etkinlikler üzerinde durularak tamamlanmıştır.

Kaynakça

  • Akman, Y. ve Korkut, F. (1993). Umut ölçeği üzerine bir çalışma. H.Ü. Eğitim Fakültesi Dergisi, 9, 193-202.
  • Altınkurt, Y. ve Yılmaz, K. (2011). Değerlere göre yönetim ve örgütsel adalet ilişkisinin ortaöğretim okulu öğretmenlerinin algılarına göre incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 16 (4), 463-484
  • Bailey, T. C. & Snyder, C. R. (2007). Satisfaction with life and hope: a look at age and marital status. The Psychological Record, 57, 233-240.
  • Bainbridge Frymier,A. & Houser,M.,L. (2000).The teacher-student relationship as an interpersonel relationship. Communication Education, 49 (3), 207-219 https://www.researchgate.net/publication/248940159_The_teacher-student_relationship_as_an_interpersonal_relationship
  • Baş, G. ve Şentürk,C. (2011). İlköğretim okulu öğretmenlerinin örgütsel adalet, örgütsel vatandaşlık ve örgütsel güven algıları. Kuram ve Uygulamada Eğitim Yönetimi, 17 (1), 29-62.
  • Bempechat, J., Ronfard, S., Mirny, A., Li, J., & Holloway, S. D. (2013). She always gives grades lower than one deserves: A qualitative study of Russian adolescents’ perceptions of fairness in the classroom. Journal of Ethnographic & Qualitative Research, 7, 169-187.
  • Berti, C. , Molinari, L. ve Speltini, G. (2010). Classroom justice and psychological engagement: Students' and teachers' representations. Social Psychology Education, 13, 541–556. DOI 10.1007/s11218-010-9128-9
  • Büyükgöze, H. ve Kavak, Y. (2017). Algılanan örgütsel destek ve pozitif psikolojik sermaye ilişkisi: Lise öğretmenleri örnekleminde bir inceleme. Kuram ve Uygulamada Eğitim Yönetimi, 23(1), 1-32. doi: 10.14527/kuey.2017.001
  • Cammarota, J. (2011) . From hopelessness to hope: social justice pedagogy in urban education and youth development. Urban Education 46 (4) 828–844.
  • Chang, E. C. (1998). Dispositional optimism and primary and secondary appraisal of a stressor: Controlling for confounding influences and relations to coping and psychological and physical adjustment. Journal of Personality and Social Psychology, 74(4), 1109–1120. https://doi.org/10.1037/0022-3514.74.4.1109
  • Cherry, B. Ordonez, L.D & Gıllıland, S.W. ( 2003) Grade expectations: the effects of expectations on fairness and satisfaction Perceptions. Journal of Behavioral Decision Making, 16, 375–395.
  • Chory,R.,M.(2007). Enhancing student perceptions of fairness: the relationship between ınstructor credibility and classroom justice, Communication Education, 56 (1), 89-105. http://dx.doi.org/10.1080/03634520600994300
  • Chory-Assad, R. M. (2002). Classroom justice: Perceptions of fairness as a predictor of student motivation, learning, and aggression. Communication Quarterly, 50, 58-77.
  • Chory-Assad, R. M., & Paulsel, M. L. (2004a). Classroom justice: Student aggression and resistance as reactions to perceived unfairness. Communication Education , 53, 253-273.
  • Chory-Assad, R. M., & Paulsel, M. L. (2004b). Antisocial classroom communication: Instructor influence and interactional justice as predictors of student aggression. Communication Quarterly, 52, 98- 114.
  • Cohen-Charash, Y. &. Spector, P. E. (2011). The role of justice in organizations: a meta-analysis. Organizational Behavior and Human Decision Processes, 86 (2), 278–321, doi:10.1006/obhd.2001.2958.
  • Colquitt, J. A., Greenberg, J., & Zapata-Phelan, C. P. (2005). What is organizational justice? A historical overview. In J. Greenberg & J. A. Colquitt (Eds.), Handbook of organizational justice (pp. 3–56). Lawrence Erlbaum Associates Publishers.
  • Coutu, D. L. 2002. How resilience works. Harvard Business Review, 80(3): 46-55.
  • Cropanzano, R., & Greenberg, J. (1997). Progress in organizational justice: Tunneling through the maze. In C. L. Cooper & I. T. Robertson (Eds.), International review of industrial and organizational psychology (12, 317–372). London: Wiley. https://www.researchgate.net/publication/261286563_Progress_in_Organizational_Justice_Tunneling_Through_the_Maze
  • Dalbert, C., & Stoeber, J. (2005). The belief in a just world and distress at school. Social Psychology of Education, 8, 123–135.
  • Frymier, A. B., & Houser, M. L. (2000). The teacher-/student relationship as an interpersonal relationship. Communication Education, 49, 207-/219. DOI: 10.1080/03634520009379209 https://doi.org/10.1080/03634520009379209
  • Gallagher, M. W. & Lopez, S.J (2009). Positive expectancies and mental health: Identifying the unique contributions of hope and optimism, The Journal of Positive Psychology, 4 (6), 548-556. DOI: 10.1080/17439760903157166
  • Green , L.S., Oades, L.G. & Grant, A.M (2006) Cognitive-behavioral, solution focused life coaching: Enhancing goal striving, well-being, and hope, The Journal of Positive Psychology, 1 (3), 142-149, DOI: 10.1080/17439760600619849 https://doi.org/10.1080/17439760600619849
  • Gouveia-Pereira, M., Vala,J.,Palmonari, A. & Rubini, M. (2003). School experience, relational justice and legitimation of institutional. European Journal of Psychology of Education 18 (3), 309-325.
  • Griggs, S. (2017). The relationship between hope, core self-evaluations, emotional well-being, sexual risk taking, substance use, and academic performance in freshman university students. University of Massachusetts Medical School. Graduate School of Nursing Dissertations. DOI: 10.13028/wznj-v475. https://escholarship.umassmed.edu/gsn_diss/49
  • Groon, P. (2002). Distributed leadership as a unit of analysis. The Leadership Quarterly 13, 423–451
  • Gümüşeli, A.,İ. (2001). Çağdaş okul müdürünün liderlik alanları. Kuram ve Uygulamada Eğitim Yönetimi, 28 (28), 531 - 548
  • Güriz, A. (2001). Adalet kavramının belirsizliği. İçinde Betül Çotuksöken (Edt.) Cumhuriyet Döneminde Türkiye’de Öğretim ve Araştırma Alanı Olarak Felsefe, (315-330. Ankara : Türkiye Felsefe Kurumu.
  • Halbesleben, J. R. (2010). A meta-analysis of work engagement: Relationships with burnout, demands, resources, and consequences. Work engagement: A handbook of essential theory and research, 8(1), 102-117.
  • Harris, A. (2008). Distributed leadership: according to the evidence. Journal of Educational Administration, 46 ( 2), 172-188
  • Holmgren,J.L. & Bolkan,S. (2014) Instructor Responses to Rhetorical Dissent: Student Perceptions of Justice and Classroom Outcomes, Communication Education, 63(1), 17-40, DOI: 10.1080/03634523.2013.833644
  • Horan, S.M., Chory, R.M. & Goodboy, A.K. (2010). Understanding students’ classroom justice experiences and responses. Communication Education, 59 (4), 453- 474.
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The Relationship between Perception of Classroom Justice and Dispositional Hope

Yıl 2023, Cilt: 24 Sayı: 1, 99 - 123, 13.05.2023
https://doi.org/10.17679/inuefd.1156799

Öz

Classroom justice can be considered an extension of school justice and plays an important role in reinforcing students' school adaptation, planning skills, learning motivation, well-being, self-esteem, and deterring antisocial behaviors. Hope, another variable discussed in this study, is a cognition that brings meaning to life and enhances motivation, adaptation, and self-confidence. In the literature, justice perception and hope are correlated with similar variables. In this sense, this study aimed to reveal whether there was a correlation between classroom justice dimensions (i.e., distributive, procedural, and interactional justice) and continuous hope. The study sample consisted of 9th and 12th grade 507 students in the city center of Bartın. An appropriate sampling method was used to form the study group. The analysis results revealed positive and statistically significant correlations between the Continuous Hope Scale scores and the distributive, procedural, and interactional justice scale scores, suggesting a mutually reinforcing relationship between hope, a critical concept of positive psychology, and justice perception. Accordingly, the activities to improve students' justice perception and promote hope were emphasized in light of the findings.

Kaynakça

  • Akman, Y. ve Korkut, F. (1993). Umut ölçeği üzerine bir çalışma. H.Ü. Eğitim Fakültesi Dergisi, 9, 193-202.
  • Altınkurt, Y. ve Yılmaz, K. (2011). Değerlere göre yönetim ve örgütsel adalet ilişkisinin ortaöğretim okulu öğretmenlerinin algılarına göre incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 16 (4), 463-484
  • Bailey, T. C. & Snyder, C. R. (2007). Satisfaction with life and hope: a look at age and marital status. The Psychological Record, 57, 233-240.
  • Bainbridge Frymier,A. & Houser,M.,L. (2000).The teacher-student relationship as an interpersonel relationship. Communication Education, 49 (3), 207-219 https://www.researchgate.net/publication/248940159_The_teacher-student_relationship_as_an_interpersonal_relationship
  • Baş, G. ve Şentürk,C. (2011). İlköğretim okulu öğretmenlerinin örgütsel adalet, örgütsel vatandaşlık ve örgütsel güven algıları. Kuram ve Uygulamada Eğitim Yönetimi, 17 (1), 29-62.
  • Bempechat, J., Ronfard, S., Mirny, A., Li, J., & Holloway, S. D. (2013). She always gives grades lower than one deserves: A qualitative study of Russian adolescents’ perceptions of fairness in the classroom. Journal of Ethnographic & Qualitative Research, 7, 169-187.
  • Berti, C. , Molinari, L. ve Speltini, G. (2010). Classroom justice and psychological engagement: Students' and teachers' representations. Social Psychology Education, 13, 541–556. DOI 10.1007/s11218-010-9128-9
  • Büyükgöze, H. ve Kavak, Y. (2017). Algılanan örgütsel destek ve pozitif psikolojik sermaye ilişkisi: Lise öğretmenleri örnekleminde bir inceleme. Kuram ve Uygulamada Eğitim Yönetimi, 23(1), 1-32. doi: 10.14527/kuey.2017.001
  • Cammarota, J. (2011) . From hopelessness to hope: social justice pedagogy in urban education and youth development. Urban Education 46 (4) 828–844.
  • Chang, E. C. (1998). Dispositional optimism and primary and secondary appraisal of a stressor: Controlling for confounding influences and relations to coping and psychological and physical adjustment. Journal of Personality and Social Psychology, 74(4), 1109–1120. https://doi.org/10.1037/0022-3514.74.4.1109
  • Cherry, B. Ordonez, L.D & Gıllıland, S.W. ( 2003) Grade expectations: the effects of expectations on fairness and satisfaction Perceptions. Journal of Behavioral Decision Making, 16, 375–395.
  • Chory,R.,M.(2007). Enhancing student perceptions of fairness: the relationship between ınstructor credibility and classroom justice, Communication Education, 56 (1), 89-105. http://dx.doi.org/10.1080/03634520600994300
  • Chory-Assad, R. M. (2002). Classroom justice: Perceptions of fairness as a predictor of student motivation, learning, and aggression. Communication Quarterly, 50, 58-77.
  • Chory-Assad, R. M., & Paulsel, M. L. (2004a). Classroom justice: Student aggression and resistance as reactions to perceived unfairness. Communication Education , 53, 253-273.
  • Chory-Assad, R. M., & Paulsel, M. L. (2004b). Antisocial classroom communication: Instructor influence and interactional justice as predictors of student aggression. Communication Quarterly, 52, 98- 114.
  • Cohen-Charash, Y. &. Spector, P. E. (2011). The role of justice in organizations: a meta-analysis. Organizational Behavior and Human Decision Processes, 86 (2), 278–321, doi:10.1006/obhd.2001.2958.
  • Colquitt, J. A., Greenberg, J., & Zapata-Phelan, C. P. (2005). What is organizational justice? A historical overview. In J. Greenberg & J. A. Colquitt (Eds.), Handbook of organizational justice (pp. 3–56). Lawrence Erlbaum Associates Publishers.
  • Coutu, D. L. 2002. How resilience works. Harvard Business Review, 80(3): 46-55.
  • Cropanzano, R., & Greenberg, J. (1997). Progress in organizational justice: Tunneling through the maze. In C. L. Cooper & I. T. Robertson (Eds.), International review of industrial and organizational psychology (12, 317–372). London: Wiley. https://www.researchgate.net/publication/261286563_Progress_in_Organizational_Justice_Tunneling_Through_the_Maze
  • Dalbert, C., & Stoeber, J. (2005). The belief in a just world and distress at school. Social Psychology of Education, 8, 123–135.
  • Frymier, A. B., & Houser, M. L. (2000). The teacher-/student relationship as an interpersonal relationship. Communication Education, 49, 207-/219. DOI: 10.1080/03634520009379209 https://doi.org/10.1080/03634520009379209
  • Gallagher, M. W. & Lopez, S.J (2009). Positive expectancies and mental health: Identifying the unique contributions of hope and optimism, The Journal of Positive Psychology, 4 (6), 548-556. DOI: 10.1080/17439760903157166
  • Green , L.S., Oades, L.G. & Grant, A.M (2006) Cognitive-behavioral, solution focused life coaching: Enhancing goal striving, well-being, and hope, The Journal of Positive Psychology, 1 (3), 142-149, DOI: 10.1080/17439760600619849 https://doi.org/10.1080/17439760600619849
  • Gouveia-Pereira, M., Vala,J.,Palmonari, A. & Rubini, M. (2003). School experience, relational justice and legitimation of institutional. European Journal of Psychology of Education 18 (3), 309-325.
  • Griggs, S. (2017). The relationship between hope, core self-evaluations, emotional well-being, sexual risk taking, substance use, and academic performance in freshman university students. University of Massachusetts Medical School. Graduate School of Nursing Dissertations. DOI: 10.13028/wznj-v475. https://escholarship.umassmed.edu/gsn_diss/49
  • Groon, P. (2002). Distributed leadership as a unit of analysis. The Leadership Quarterly 13, 423–451
  • Gümüşeli, A.,İ. (2001). Çağdaş okul müdürünün liderlik alanları. Kuram ve Uygulamada Eğitim Yönetimi, 28 (28), 531 - 548
  • Güriz, A. (2001). Adalet kavramının belirsizliği. İçinde Betül Çotuksöken (Edt.) Cumhuriyet Döneminde Türkiye’de Öğretim ve Araştırma Alanı Olarak Felsefe, (315-330. Ankara : Türkiye Felsefe Kurumu.
  • Halbesleben, J. R. (2010). A meta-analysis of work engagement: Relationships with burnout, demands, resources, and consequences. Work engagement: A handbook of essential theory and research, 8(1), 102-117.
  • Harris, A. (2008). Distributed leadership: according to the evidence. Journal of Educational Administration, 46 ( 2), 172-188
  • Holmgren,J.L. & Bolkan,S. (2014) Instructor Responses to Rhetorical Dissent: Student Perceptions of Justice and Classroom Outcomes, Communication Education, 63(1), 17-40, DOI: 10.1080/03634523.2013.833644
  • Horan, S.M., Chory, R.M. & Goodboy, A.K. (2010). Understanding students’ classroom justice experiences and responses. Communication Education, 59 (4), 453- 474.
  • Houston, M.B. & Bettencourt, L.A. (1999). But that’s not fair! an exploratory study of student perceptions of ınstructor fairness. Journal of Marketing Education, 21(2), 1999 84-96
  • Karasar, N. ( 2012). Bilimsel araştırma yöntemleri. Ankara: Nobel
  • Kepekcioğlu, E. S. (2015). Üniversite öğrencilerinin öğretim elemanlarının inanılırlığı algısı ve sınıfta adalet algısı arasındaki ilişki Yayınlanmamış Doktora Tezi, Abant İzzet Baysal Üniversitesi Eğitim Bilimleri Enstitüsü, Bolu.
  • Kim, C., Damewood, E. ve Hodge, N. (2000). Professor attitude: Its effect on teaching evaluations. Journal of Management Education, 24(4), 458-473, DOI: 10.1177/105256290002400405.
  • Knight, C., Patterson, M., & Dawson, J. (2017). Building work engagement: A systematic review and meta-analysis investigating the effectiveness of work engagement interventions. Journal of Organizational Behavior, 38(6), 792–812. doi:10.1002/job.2167
  • Lerner, M.J. (1980). The belief in a just World a fundamental delusion. Springer https://link.springer.com/chapter/10.1007/978-1-4899-0448-5_2
  • Lopez, S. J., Snyder, C. R. and Pedrotti, J. T. (2003). Hope: many definitions, many measures. In S. J. Lopez and C.R. Snyder (Eds), Positive psychological assessment a handbook of models and measures (91-106). Washington, DC: American Psychological Association.
  • Madden, W., Green, S. & Grant, A.M. (2011). A pilot study evaluating strengths-based coaching for primary school students: Enhancing engagement and hope.okul International Coaching Psychology Review. 6 (1), 71-99.
  • Marques, S. C., Lopez, S. J., Fontaine, A. M., Coimbra, S., & Mitchell, J. (2015). How much hope is enough? Levels of hope and students’ psychological and school functioning. Psychology in the Schools, 52(4), 325–334. https://doi.org/10.1002/pits.21833
  • Marques, S. C., Pais-Ribeiro, J. L., & Lopez, S. J. (2009). Validation of a Portuguese version of the Children Hope Scale. School Psychology International, 30, 538–551.
  • Mazzoli Smith, L., Todd,L. & Laing,K. (2018). Students’ views on fairness in education: the importance of relational justice and stakes fairness, Research Papers in Education, 33(3), 336-353, DOI: 10.1080/02671522.2017.1302500
  • McDermott, D. ve Hastings, S. (2000). Children: Raising future hopes (İn) Handbook of Hope Theory Measures and Applications. C.R. Snyder (Edt) 185-198. USA: Academic press
  • McInerney, P. (2007) From Naive Optimism to Robust Hope: Sustaining a commitment to social justice in schools and teacher education in neoliberal times, Asia‐Pacific Journal of Teacher Education,35 (3), 257-272. DOI: 10.1080/13598660701447213
  • Miller, J. F. (2007). Hope: A construct central to nursing. Nursing Forum, 42 (1), 12-19.
  • Molinari,L, Speltini, G ve Passini,,S (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), 58–76. http://dx.doi.org/10.1080/13803611.2012.748254
  • Onwuegbuzie, A. J. and Snyder, C. R. (2000). Relations between hope and graduate students' coping strategies for studying and examination-taking. Psychological Reports, 86, 803-806.
  • Orlich, K., A (2004). The relationship between hope, appraisal, and coping: student differences in response to subject differences in response to seubject matter and exam format. Unpublished doctoral dissertation, Wayne State University, Detroit, Michigan.
  • Paulsel, M.L. , Chory-Assad, R.M. & Dunleavy, K.N. (2005). The Relationship between Student Perceptions of Instructor Power and Classroom Justice. Communication Research Reports, 22 (3), 207-215
  • Peter, F. & Dalbert, C. (2010). Do my teachers treat me justly? Implications of students’ justice experience for class climate experience. Contemporary Educational Psychology 35, 297–305.
  • Peterson, S. J., Byron, K. (2008). Exploring the role of hope in job performance: Results from four studies. Journal of Organizational Behavior, 29, 785–803. doi:10.1002/Job.492 https://onlinelibrary.wiley.com/doi/epdf/10.1002/job.492
  • Polat, S. ve Celep, C. (2008). Ortaöğretim öğretmenlerinin örgütsel adalet, örgütsel güven , örgütsel vatandaşlık davranışlarına ilişkin algıları. Kuram ve Uygulamada Eğitim yönetimi, 14 (2), 307-331.
  • Rasooli, A., DeLuca, C., Rasegh, A., & Fathi, S. (2019). Students’ critical ıncidents of fairness in classroom assessment: an empirical study. Social Psychology of Education. https://doi.org/10.1080/0969594X.2019.1593105
  • Resh, N. (2009). Justice in grades allocation: Teachers’ perspectives. Social Psychology of Education, 12, 315–325.
  • Reyna,C. And Weiner, B. (2001). Justice and utility in the classroom: an attributional analysis of the goals of teachers' punishment and ıntervention strategies. Journal of Educational Psychology, 93 (2), 309-319
  • Sheldon, K. M., Kasser, T., Smith, K., & Share, T. (2002). Personal goals and psychological growth: Testing an intervention to enhance goal attainment and personality integration. Journal of Personality, 70, 5–31.
  • Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13, (4), 249–275.
  • Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., Yoshinobu, L., Gibb, J., Langelle, C. and Harney, P. (1991). The will and ways: Development and validation of an individual-differences measure of hope. Journal of Personality and Social Psychology, 60 (4), 570-585.
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  • Tarhan, S. (2020). Adaptation of the scales of justice in the clasroom into Turkish. Bartın University Journal of Faculty of Education, 9(3), 501-514.
  • Tarhan,S. (2018). Turkish secondary education students’ perceptions of justice and their experiences of unjustice. Journal of Education and Learning; 7(2), 247-260.
  • Tarhan,S. ve Bacanlı, H. (2015). Sürekli Umut Ölçeği’nin Türkçe’ye uyarlanması: geçerlik ve güvenirlik çalışması. The Journal of Happiness and Well-Being, 3 (1), 1-14 http://www.journalofhappiness.net/
  • Tekin, Y. F. ve Akyol, B. (2017). Okul yöneticilerinin ve öğretmenlerin değerlendirme sürecinde örgütsel adalete ilişkin görüşleri üzerine nitel bir araştırma. Kuram ve Uygulamada Eğitim Yönetimi, 23(1), 165-193. doi: 10.14527/kuey.2017.006
  • Tetley, J. (2010). An investigation of self-authorship, hope, and meaning in life among second-year college students. Unpublished doctoral dissertation, The George Washington University, Washington.
  • Thrupp, M. & Tomlinson, S. (2005). Introduction: education policy, social justice and complex hope’. British Educational Research Journal, 31 (5), 549–556. Titrek, O. (2009). Okul türüne göre okullardaki örgütsel adalet düzeyi. Uluslararası İnsan Bilimleri Drgisi,6 (2), 551-573
  • Titsworth , S., McKenna , T.P., Mazer, J.P. & Quinlan,M.M (2013). The bright side of emotion in the classroom: do teachers' behaviors predict students' enjoyment, hope, and pride?, Communication Education, 62 (2), 191-209 . DOI: 10.1080/03634523.2013.763997. Waters, L. (2011). A review of school-based positive psychology ınterventions. The Australian Educational and Developmental Psychologist,28 (2), 75–90 . DOI 10.1375/aedp.28.2.75
  • Westburg, N.G. and Martin, D. (2003). The relationship between a child’s hope, a parent’s hope and student-directed, goal-oriented academic instruction. Journal of Humanistic Counseling, Education and Development, 42, 152-164.
  • Yolcu, H. (2010). Sınıf yönetimini etkileyen etmenler. Kuram ve uygulamada sınıf yönetimi (içinde). Celal Gülşen (21-60). Ankara: Anı.
  • Young, L.E., Horan,S.M. & Frisby,B.N. (2013 ). Fair and Square?: An examination of the relationships among classroom justice and relational teaching messages. Communication Education 62 (4). doi: 10.1080/03634523.2013.800216 digitalcommons.butler.edu/ccom_papers/48/
  • You, S., Furlong, M.J. ,Felix, E., Sharkey,J.D. &Tanigawa,D. (2008). Relatıons among school connectedness, hope, lıfe satısfactıon, and bully vıctımızatıon. Psychology in the Schools, 45(5), 446-460.
  • Youssef, C.M. & Luthans, F. (2007), Positive organizational behavior in the workplace: the impact of hope, optimism, and resilience, Journal of Management, 33 (5), 774-800.
Toplam 72 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Sinem Tarhan 0000-0001-7297-2499

Yayımlanma Tarihi 13 Mayıs 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 24 Sayı: 1

Kaynak Göster

APA Tarhan, S. (2023). The Relationship between Perception of Classroom Justice and Dispositional Hope. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 99-123. https://doi.org/10.17679/inuefd.1156799
AMA Tarhan S. The Relationship between Perception of Classroom Justice and Dispositional Hope. INUEFD. Mayıs 2023;24(1):99-123. doi:10.17679/inuefd.1156799
Chicago Tarhan, Sinem. “The Relationship Between Perception of Classroom Justice and Dispositional Hope”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24, sy. 1 (Mayıs 2023): 99-123. https://doi.org/10.17679/inuefd.1156799.
EndNote Tarhan S (01 Mayıs 2023) The Relationship between Perception of Classroom Justice and Dispositional Hope. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24 1 99–123.
IEEE S. Tarhan, “The Relationship between Perception of Classroom Justice and Dispositional Hope”, INUEFD, c. 24, sy. 1, ss. 99–123, 2023, doi: 10.17679/inuefd.1156799.
ISNAD Tarhan, Sinem. “The Relationship Between Perception of Classroom Justice and Dispositional Hope”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24/1 (Mayıs 2023), 99-123. https://doi.org/10.17679/inuefd.1156799.
JAMA Tarhan S. The Relationship between Perception of Classroom Justice and Dispositional Hope. INUEFD. 2023;24:99–123.
MLA Tarhan, Sinem. “The Relationship Between Perception of Classroom Justice and Dispositional Hope”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, c. 24, sy. 1, 2023, ss. 99-123, doi:10.17679/inuefd.1156799.
Vancouver Tarhan S. The Relationship between Perception of Classroom Justice and Dispositional Hope. INUEFD. 2023;24(1):99-123.

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