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ERIC Number: EJ1041101
Record Type: Journal
Publication Date: 2014-Sep
Pages: 20
Abstractor: As Provided
Reference Count: 65
ISSN: ISSN-1381-2890
Engagement in the University Context: Exploring the Role of a Sense of Justice and Social Identification
DiĀ Battista, Silvia; Pivetti, Monica; Berti, Chiara
Social Psychology of Education: An International Journal, v17 n3 p471-490 Sep 2014
The aim of this study was to investigate how a sense of justice, university identification and student engagement emerge within the educational context and the reciprocal relationships among these constructs. Two correlational studies were conducted: (1) a pilot study aimed at validating the constructs of justice (distributive, procedural, and interactional aspects), social identification and student engagement (rule-abiding and extra-role aspects), within the university context (N = 280); (2) a study exploring the robustness of and the relationships between those constructs (N = 429). The results confirmed the presence of a four-factor solution involving a sense of overall justice (comprising distributive, procedural and interactional aspects), social identification, and two types of student engagement (rule-abiding and extra-role behaviours). A sense of justice was found to be related to students' rule-abiding behaviour and, at the same time, it was related to students' extra-role behaviour, only for closely identified students. In other words, student identification with the university moderated the relationship between sense of justice and extra-role behaviours. Our results showed the important role of sense justice in promoting student engagement (in both aspects of rule-abiding and extra-role behaviour), providing useful insights for the management of the university level educational system towards a better involvement of students in the attainment of higher academic performances and institutional commitment.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A