النمذجة البنائية للعدالة الأكاديمية المدركة فى علاقتها بكل من وجهة الضبط والالتزام الأكاديمي لدى عينة من طلاب الجامعة
This study proposed and tested a model of perceived academic justice and its relations to Locus of control and Academic commitment in sample college students. The current study arose as a result of the lack of studies of preceived academic justice in recent Arabic psychological literature. The need for studying perceived academic justice as related to the field of educational psychology is an urgent need. Subjects: The participants of the current study were selected from the faculty of Education – Ain Shams University. The basic sample consisted of (309) participants (70 males, 239 females). Statistics: The researcher has used Structural Equation Modeling Method (SEM). The Results showed that the structural model has a good fit. There is statistically significant positive direct path coefficients from both internal locus of control to perceived academic justice, statistically significant negative direct path coefficient from external locus of control to perceived academic justice and academic commitment depends on internal motivation, statistically significant positive direct path coefficients from external locus of control to perceived academic justice and academic commitment depends on external motivation, statistically insignificant negative direct path coefficient from forgiveness to negative affect, statistically significant positive and negative direct path coefficient from perceived academic justice to academic commitment depends on internal and motivation and academic commitment depends on external motivation. (Published abstract)