Adaptation of the Scales of Justice in the Classroom into Turkish

Abstract

This study aims to adapt Scales of Justice in the Classroom (SJC), which consistsof Classroom Distributive Justice (SDJC) developed by Chory-Assad & Paulsel,Classroom Procedural Justice (SPJC) and Classroom Interactional Justice (SIJC)developed by R.M. Chory, into Turkish language and to determine theirpsychometric properties. The study was conducted on 494 secondary educationstudents. Confirmatory factor analysis results show that twelve-item SDJC displaya two-dimensional structure. Fifteen-item SPJC and seven-item SIJC displayunidimensional structures. Internal consistency coefficients of SJC were calculatedand it was found for SDJC as follows; in Existing Distributive Justice subdimension .79, in Expected Distributive Justice sub-dimension was .88, for thewhole Distributive Justice was .91; in SPJC was .92; in SIJC was .92. As a resultof test-retest analysis, the relationship between the first and last implementationwas .89 for SDJC, .84 for SPJC, and .87 for SIJC. Results show that Turkish formsof scales are valid and reliable measurement tools for measuring justiceperceptions of students in the classroom in secondary education. It is thought theScales can support efforts of school psychological counselors in understandingstudents who experience problems like academic failure, difficulty in adaptation,withdrawal, aggressiveness and finding solutions to such students.