The Relationship between Perception of Classroom Justice and Dispositional Hope

Abstract

Classroom justice can be considered an extension of school justice and is important in reinforcing students' school adaptation, planning skills, learning motivation, well-being, and self-esteem, and deterring antisocial behaviors. Hope is 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. Therefore, the first objective is to examine whether there is a significant difference between the scores on the Classroom Justice Scales and the Dispositional Hope, depending on the demographic characteristics of the participants. The second objective is to find out the extent to which there is a relationship between the results of the Classroom Justice Scales and the results of the Dispositional Hope Scale. The study sample consists of 9th and 12th grade 507 students in an urban center in the Western Black Sea region. Convenience sampling technique was utilized in the study. The analysis revealed significant results for boys and 11th grade students on distributive justice. Also, the significant result was found in favor of science high school students in interaction and procedural justice scores. Positive and statistically significant correlations were found between the scores on the Continuous Hope Scale and the scores on the distributive, procedural, and interactional justice scales, indicating a mutually reinforcing relationship between hope, a central concept of positive psychology, and justice perception. Accordingly, activities to improve students' sense of justice and to promote hope were highlighted in light of the results.