إدراك العدالة الأكاديمية لدى طلبة علم النفس قبل وبعد معرفة نتائج تقييم المقرر
The aim of this study is to introduce the concept of academic justice based on the organizational justice model (Greenberg, 2011). The sample of the current study consisted of 232 university students (43 males and 189 females) with average age 21.7 years (sd= 2.4). After careful review of the theoretical background of the concept of academic justice, authors of the current study have developed a new measure of academic justice; which theoretically assesses four dimensions: distributive, procedural, interpersonal, and informational justice. Results of confirmatory factor analysis (CFA) have supported the fit of the four- factor structure of academic justice. CFA-based internal consistency showed good values, indicating acceptable reliability of the four dimensions. Results of the study revealed that there are significant differences between high-achievers and moderate- and low-achievers with regard to all academic justice dimensions except for informational justice. While perceptions of distributive academic justice were significantly improved for high-achievers group after knowing their final course grades, it does not significantly change for low-achievers group. In addition, the study showed that there is a significant decline in distributive justice perception for those students who expect better grades than they have. Moreover, gender does not appear to play a role in forming the relation between perception of academic justice and course grade. Theoretical and practical implications of the results are discussed. (Published abstract)