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ERIC Number: EJ1179478
Record Type: Journal
Publication Date: 2018-Apr
Pages: 33
Abstractor: As Provided
ISSN: ISSN-1381-2890
Effects of Injustice in Primary Schools on Students' Behavior and Joy of Learning
Ehrhardt-Madapathi, Natalie; Pretsch, Johanna; Schmitt, Manfred
Social Psychology of Education: An International Journal, v21 n2 p337-369 Apr 2018
What are the long-term effects of justice and injustice in school? This longitudinal study examined the bidirectional relationships of classroom justice with students' behavioral problems, well-being, and joy of learning. Using systematic observation on the single-child level, teachers and external observers made high and low inference justice ratings of 245 primary school students. The justice ratings measured two aspects of classroom justice: pedagogical practices and teacher-child interactions. Results indicate that there is a bidirectional relationship between behavioral problems and classroom justice. On the one hand, behavioral problems led to a decrease in the respectfulness of teacher-child interactions as rated by the teachers. On the other hand, just pedagogical practices as rated by external observers led to decreases in the children's behavioral problems but also in their joy of learning. There was a negative effect of justice sensitivity on joy of learning. These results might be due to teachers' adaptiveness. Teachers might especially focus their attention and efforts on the children who seem to need them the most, for instance, children with a low joy of learning or behavioral problems. These results might be used to sensitize teachers and school developers to the importance of classroom justice.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A