Sınıfta Adalet Algısı ile Sürekli Umut Düzeyi Arasındaki İlişki

Abstract

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.