Adams, J. S. (1965). Inequity in social exchange. In L. Berkowitz (Ed.), Advances in experimental social psychology (pp. 267-299). Academic Press.
Ambrose, M. L., & Schminke, M. (2009). The role of overall justice judgments in organizational justice research: A test of mediation.
Journal of Applied Psychology, 94(2), 491-500.
https://doi.org/10.1037/a0013203
Bazvand, A. D., &, Rasooli, A. (2022). Students’ experiences of fairness in summative assessment: A study in a higher education context.
Studies in Educational Evaluation, 72, Article Number 101118.
https://doi.org/10.1016/j.stueduc.2021.101118
Berti, C., Mameli, C., Speltini, G., & Molinari, L. (2016). Teacher justice and parent support as predictors of learning motivation and visions of a just world. Issues in Educational Research, 26(4), 543-560.
Bies, R. J., & Moag, J. F. (1986). Interactional justice: Communication criteria of fairness. In R. J. Lewicki, B. H. Sheppard, & M. H. Bazerman (Eds.), Research on negotiation in organizations (Vol. 1, pp. 43-55). JAI Press.
Chory, R. M. (2007). Enhancing student perceptions of fairness: The relationship between instructor credibility and classroom justice.
Communication Education, 56(1), 89-105.
https://doi.org/10.1080/03634520600994300
Chory, R. M., Horan, S. M., & Houser, M. L. (2017). Justice in the higher education classroom: Students’ perceptions of unfairness and responses to instructors.
Innovative Higher Education, 42(4), 321-336.
https://doi.org/10.1007/s10755-017-9388-9
Chory, R. M., Zhaleh, K., & Estaji, M. (2022). Perceptions of instructor injustice in COVID-19-imposed online courses: EFL students’ perceptions and experiences in focus.
Communication Quarterly, 70(5), 469-494.
https://doi.org/10.1080/01463373.2022.2090265
Chory-Assad, R. M. (2002). Classroom justice: Perceptions of fairness as a predictor of student motivation, learning, and aggression.
Communication Quarterly, 50(1), 58-77.
https://doi.org/10.1080/01463370209385646
Chory-Assad, R. M., & Paulsel, M. L. (2004a). Antisocial classroom communication: Instructor influence and interactional justice as predictors of student aggression.
Communication Quarterly, 52(2), 98-114.
https://doi.org/10.1080/01463370409370184
Chory-Assad, R. M., & Paulsel, M. L. (2004b). Classroom justice: Student aggression and resistance as reactions to perceived unfairness.
Communication Education, 53(3), 253-273.
https://doi.org/10.1080/0363452042000265189
Colquitt, J. A., & Rodell, J. B. (2015). Measuring justice and fairness. In R. S. Cropanzano & M. L. Ambrose (Eds.),
The Oxford handbook of justice in the workplace (pp. 187-202). Oxford University Press.
https://doi.org/10.1093/oxfordhb/9780199981410.013.8
Colquitt, J. A., & Shaw, J. C. (2005). How should organizational justice be measured? In J. Greenberg & J. A. Colquitt (Eds.), Handbook of organizational justice (pp. 113-152). Lawrence Erlbaum Associates Publishers.
Colquitt, J. A., Conlon, D. E., Wesson, M. J., Porter, C. O. L. H., & Ng, K. Y. (2001). Justice at the millennium: A meta-analytic review of 25 years of organizational justice research.
Journal of Applied Psychology, 86(3), 425-445.
https://doi.org/10.1037/0021-9010.86.3.425
Colquitt, J. A., Long, D. M., Rodell, J. B., & Halvorsen-Ganepola, M. D. K. (2015). Adding the “in” to justice: A qualitative and quantitative investigation of the differential effects of justice rule adherence and violation.
Journal of Applied Psychology, 100(2), 278-297.
https://doi.org/10.1037/a0038131
Colquitt, J. A., Scott, B. A., Rodell, J. B., Long, D. M., Zapata, C. P., Conlon, D. E., & Wesson, M. J. (2013). Justice at the millennium, a decade later: A meta-analytic test of social exchange and affect-based perspectives.
Journal of Applied Psychology, 98(2), 199-236.
https://doi.org/10.1037/a0031757
Cropanzano, R., Fortin, M., & Kirk, J. F. (2015). How do we know when we are treated fairly? Justice rules and fairness judgments. In M. R. Buckley, A. R. Wheeler, & J. R. B. Halbesleben (Eds.), Research in personnel and human resources management (pp. 279-350). Emerald Group Publishing Limited.
Cugueró-Escofet, N. & Rosanas, J. M. (2013). The just design and use of Management Control Systems as requirements for Goal Congruence. Management Accounting Research, 24(1), 23-40.
Dalbert, C., & Stoeber, J. (2002). Gerechtes Schulklima [Just school climate]. In J. Stoeber (Eds.), Skalendokumentation “Persönliche Ziele von SchülerInnen” (Hallesche Berichte zur Pädagogischen Psychologie Nr) (Vol. 3, pp. 32-34). Martin Luther University of Halle-Wittenberg, Department of Educational Psychology.
Dalbert, C., & Stoeber, J. (2005). The belief in a just world and distress at school.
Social Psychology of Education: An International Journal, 8(2), 123-135.
https://doi.org/10.1007/s11218-005-1835-2
Derakhshan, A. (2022).
The “5Cs” positive teacher interpersonal behaviors: Implications for learner empowerment and learning in an L2 Context. Springer.
https://link.springer.com/book/9783031165276
Deutsch, M. (1975). Equity, equality, and need: What determines which value will be used as the basis of distributive justice?
Journal of Social Issues, 31(3), 137-149.
https://doi.org/10.1111/j.1540-4560.1975.tb01000.x
Deutsch, M. (1985). Distributive justice: A social-psychological perspective. Yale University Press.
Di Battista, S., Pivetti, M., & Berti, C. (2014). Engagement in the university context: Exploring the role of a sense of justice and social identification.
Social Psychology of Education: An International Journal, 17(3), 471-490.
https://doi.org/10.1007/s11218-014-9255-9
Ehrhardt, N., Pretsch, J., Herrmann, I., & Schmitt, M. (2018). Observing justice in the primary school classroom.
Zeitschrift Für Erziehungswissenschaft, 19(1), 157-190.
https://doi.org/10.1007/s11618-015-0664-0
Estaji, M., & Zhaleh, K. (2021a). Exploring Iranian teachers’ perceptions of classroom justice and its dimensions in EFL instructional contexts.
Language Related Research, 12(3), 277-314.
https://doi.org/10.29252/LRR.12.3.10
Estaji, M., & Zhaleh, K. (2021b). Teachers’ perceptions, experiences, and challenges of incorporating justice in English as a foreign language classrooms.
Polish Psychological Bulletin, 52(3), 251-269.
https://doi.org/10.24425/ppb.2021.137889
Estaji, M., & Zhaleh, K. (2022a). Experiences, causes, and solutions for injustice in Covid-19 online classes: Evidence from university EFL students in Iran.
LEARN Journal: Language Education and Acquisition Research Network, 15(2), 436-467.
https://so04.tci-thaijo.org/index.php/LEARN/article/view/259936
Estaji, M., & Zhaleh, K. (2022b). Iranian EFL teachers’ expectations and perceptions about teacher classroom justice training.
TEFLIN Journal, 33(2), 272-291.
http://dx.doi.org/10.15639/teflinjournal.v33i2/272-291
Estaji, M., & Zhaleh, K. (2022c). The enactment of classroom justice through explicit instruction: Deciphering the changes in English as a foreign language teachers’ perceptions and practices.
Frontiers in Psychology, 13, 821763.
https://doi.org/10.3389/fpsyg.2022.821763
Estaji, M., Zhaleh, K., & Berti, C. (2023). Developing and validating a teacher classroom justice scale for the Iranian EFL context.
Journal of Research in Applied Linguistics, 14(1), 18-40.
https://doi.org/10.22055/RALS.2023.18066
Frisby, B., Tatum, N., Galy-Badenas, F., & Bengu, E. (2022). Testing the applicability of the instructional beliefs model across three countries: The role of culture as a theoretical parameter.
Journal of Intercultural Communication Research,
51(1), 1-21.
https://doi.org/10.1080/17475759.2021.1990109
Goldman, B., & Cropanzano, R. (2014). “Justice” and “fairness” are not the same thing.
Journal of Organizational Behavior, 36(2), 313-318.
https://doi.org/10.1002/job.1956
Gorard, S. (2012). Experiencing fairness at school: An international study.
International Journal of Educational Research, 53(3), 127-137.
https://doi.org/10.1016/j.ijer.2012.03.003
Gordon, M. E., & Fay, C. H. (2010). The effects of grading and teaching practices on students’ perceptions of grading fairness.
College Teaching,
58(3), 93-98.
https://doi.org/10.1080/87567550903418586
Grace, C. C. (2017). Exploring the potential for and promise of incorporating distributive and procedural justices into post-secondary assessment of student learning.
Teaching in Higher Education, 22(3), 304-317.
http://dx.doi.org/10.1080/13562517.2016.1248388
Grazia, V., Molinari, L., & Mameli, C. (2024). Contrasting school dropout: The protective role of perceived teacher justice.
Learning and Instruction, 89, Article Number 101826.
https://doi.org/10.1016/j.learninstruc.2023.101826
Hair, J. F., Black, W., Babin, B., & Anderson, R. (2010). Multivariate data analysis (7th ed.). Prentice-Hall.
Herr, R. M., Deyerl, V. M., Rathmann, K., & Diehl, K. (2024). Perceived unfairness in university settings: Findings from a qualitative study among students in Germany. Education Science, 14, Article Number 827. https://doi.org/ 10.3390/educsci14080827
Homans, G. C. (1961) Social behavior: Its elementary forms. Harcourt, Brace, and World.
Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. The Electronic Journal of Business Research Methods, 6(1), 53-60.
Horan, S. M., Chory, R. M., & Goodboy, A. K. (2010). Understanding students’ classroom justice experiences and responses. Communication Education, 59(4), 453-474. https://doi.org/10.1080/03634523.2010.487282
Hu, L. T., & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives.
Structural Equation Modeling, 6(1), 1-55.
https://doi.org/10.1080/10705519909540118
Jiang, L., Zhao, B., Guo, J., Sun, W., & Hu, W. (2024). Perceived teacher unfairness and school bullying victimization of senior-grade pupils: The mediating effect and gender difference of the sense of school belonging.
Social Psychology of Education, 27(3), 1337-1356.
https://doi.org/10.1007/s11218-023-09861-4
Karriker, J. H., Williams, M. L., & Williams, L. J. (2017). Direct and indirect assessments of organizational justice: Homogeneity or harmony? Journal of Organizational Psychology, 17(3), 52-68.
Kazemi, A. (2016). Examining the interplay of justice perceptions, motivation, and school achievement among secondary school students.
Social Justice Research, 29(1), 103-118.
https://doi.org/10.1007/s11211-016-0261-2
Khany, R., Aliakbari, M., & Hajizadeh, A. (2018). ELT teachers' content and educational literacy threshold (CELT): A synthetic approach.
Teaching English Language,
12(1), 173-198.
https://doi.org/10.22132/tel.2018.66317
Kim, T. Y., & Leung, K. (2007) Forming and reacting to overall fairness: A cross-cultural comparison.
Organizational Behaviour and Human Decision Processes, 104(1)
, 83-95.
http://dx.doi.org/10.1016/j.obhdp.2007.01.004
Kirkman, B. L., & Shapiro, D. L. (2001). The impact of team members’ cultural values on productivity, cooperation, and empowerment in self-managing work teams.
Journal of Cross-Cultural Psychology, 32(5), 597-617.
https://doi.org/10.1177/0022022101032005005
Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed). Guilford Press.
Laeeque, S. H., & Ali, M. (2024). Teacher injustice and classroom citizenship behavior of Pakistani nursing students: A moderated mediation model.
Psychological Reports,
127(3), 1453-1479.
https://doi.org/10.1177/00332941221138474
Laeeque, S. H., & Saeed, M. A. (2023). Linking teacher injustice, conscientiousness, and academic dishonesty via classroom connectedness: A moderated-mediation model.
Youth & Society,
55(6), 1098-1114.
https://doi.org/10.1177/0044118X221082974
Lankiewicz, H. (2014). Teacher interpersonal communication abilities in the classroom with regard to perceived classroom justice and teacher credibility. In M. Pawlak, J. Bielak, & Mystkowska-Wiertelak, A. (Eds.),
Classroom-oriented research. Second language learning and teaching (pp 101-120). Springer.
https://doi.org/10.1007/978-3-319-00188-3_7
Leventhal, G. S., Karuza, J. & Fry, W. R. (1980). Beyond fairness: A theory of allocation preferences. Justice and Social Interaction, 3(1), 167-218.
Mazzoli Smith, L., Todd, L., & Laing, K. (2018). Students’ views on fairness in education: the importance of relational justice and stakes fairness.
Research Papers in Education, 33(3), 336-353.
https://doi.org/10.1080/02671522.2017.1302500
Mercer, S., & Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms. Cambridge University Press.
Mercer, S., & Gkonou, C. (2020). Relationships and good language teachers. In C. Griffiths, & Z. Tajeddin (Eds.),
Lessons from good language teachers (pp 164-174). Cambridge University Press.
https://doi.org/10.1017/9781108774390.016
Molinari, L., & Mameli, C. (2018). Basic psychological needs and school engagement: a focus on justice and agency.
Social Psychology of Education, 21(1), 157-172.
https://doi.org/10.1007/s11218-017-9410-1
Murillo, F. J., & Hidalgo, N. (2017). Students’ conceptions about a fair assessment of their learning.
Studies in Educational Evaluation, 53, 10-16.
https://doi.org/10.1016/j.stueduc.2017.01.001
Nazari, N., Karimpour, S., & Ranjbar, M. (2023). “To promote justice is to care”: Pedagogy of care and socially-just instruction among Iranian English language teachers. System, 11, Article Number 103128. https://doi.org/10.1016/j.system.2023.103128
Osborne, J. (2014). Best practices in exploratory factor analysis. CreateSpace Independent Publishing.
Rasegh, A., Zandi, H., Firoozi, T., & Rasooli, A. (2023). Teachers’ conceptions of classroom justice: An empirical study.
Social Psychology of Education, 26, 1-24.
https://doi.org/10.1007/s11218-022-09735-1
Rasooli, A., DeLuca, C., Cheng, L., & Mousavi, A. (2023). Classroom assessment fairness inventory: a new instrument to support perceived fairness in classroom assessment.
Assessment in Education: Principles, Policy & Practice.
https://doi.org/10.1080/0969594X.2023.2255936
Rasooli, A., DeLuca, C., Rasegh, A., & Fathi, S. (2019). Students’ critical incidents of fairness in classroom assessment: An empirical study.
Social Psychology of Education, 22(3), 701-722.
https://doi.org/10.1080/0969594X.2019.1593105
Rasooli, A., Zandi, H., & DeLuca, C. (2018). Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond.
Studies in Educational Evaluation, 56, 164-181.
https://doi.org/10.1016/j.stueduc.2017.12.008
Rasooli, A., Zandi, H., & DeLuca, C. (2019). Conceptualizing fairness in classroom assessment: Exploring the value of organisational justice theory.
Assessment in Education: Principles, Policy & Practice, 26(5), 584-611.
https://doi.org/10.1080/0969594X.2019.1593105
Rasooli, A., Zandi, H., & DeLuca, C. (2023). Measuring fairness and justice in the classroom: A systematic review of instruments’ validity evidence.
School Psychology Review,
52(5), 639-664.
https://doi.org/10.1080/2372966X.2021.2000843
Ren, P., Wang, Y., Liang, Y., Li, S., Wang, Q. (2023). Bidirectional relationship between bullying victimization and functions of aggression in adolescents: The mediating effect of teacher justice.
Journal of Adolescence, 95(6), 1245-1257.
https://doi.org/10.1002/jad.12198
Resh, N. (2009). Justice in grades allocation: Teachers’ perspective.
Social Psychology of Education: An International Journal, 12(3), 315-325.
https://doi.org/10.1007/s11218-008-9073-z
Resh, N., & Sabbagh, C. (2016). Justice and education. In C. Sabbagh & M. Schmitt (Eds.),
Handbook of social justice theory and research (pp. 349-368). Springer.
https://doi.org/10.1007/978-1-4939-3216-0_19
Rezai, A. (2022). Fairness in classroom assessment: Development and validation of a questionnaire.
Language Testing in Asia, 12, Article Number17.
https://doi.org/10.1186/s40468-022-00162-9
Sabbagh, C., & Schmitt, M. (Eds). (2016). Handbook of social justice theory and research. Springer.
Sadeghi, M., Jalali, V., & Fatehi Rad, M. N. (2023a). Delving into English for medical purpose teachers and medical students' perceptions of fairness in the classroom: A qualitative study.
International Journal of Medical Reviews,
10(3), 571-579.
https://doi.org/10.30491/IJMR.2023.407831.1257
Sadeghi, M., Jalali, V., & Fatehi Rad, N. (2023b). Developing and validating a model of EFL teacher classroom fairness.
International Journal of Foreign Language Teaching and Research, 11(47), 115-127.
http://doi.org/10.30495/JFL.2023.707776
Schmidt, T. A., Houston, M. B., Bettencourt, L. A., & Boughton, P. D. (2003). The impact of voice and justification on students’ perceptions of professors’ fairness.
Journal of Marketing Education,
25(2), 177-186.
https://doi.org/10.1177/0273475303254024
Sonnleitner, P., & Kovacs, C. (2020). Differences between students’ and teachers’ fairness perceptions: Exploring the potential of a self-administered questionnaire to improve teachers’ assessment practices.
Frontiers in Education, 5, Article Number 17.
https://doi.org/10.3389/feduc.2020.00017
Soodmand Afshar, H., Fazelimanie, A., & Doosti, M. (2017). Developing an inventory to investigate current professional development needs of Iranian EFL teachers.
Teaching English Language,
11(2), 161-194.
https://doi.org/10.22132/tel.2017.53187
Sun, R. (2022). EFL learners’ perceptions of classroom justice: Does teacher immediacy and credibility matter?
Frontiers in Psychology, 13, Article Number 925441.
https://doi.org/10.3389/fpsyg.2022.925441
Tofighi, S., & Ahmadi Safa, M. (2023). Fairness in classroom language assessment from EFL teachers’ perspective.
Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 42(2), 81-110.
Https://doi.org/10.22099/tesl.2023.46825.3173
Tyler, T. R., & Bies, R. J. (1990). Beyond formal procedures: The interpersonal context of procedural justice. In J. Carroll (Ed.), Applied social psychology and organizational settings (pp. 77-98). Erlbaum Associates.
Wallace, M. P. (2018). Fairness and justice in L2 classroom assessment: Perceptions from test takers.
The Journal of Asia TEFL, 15(4), 1051-1064.
http://dx.doi.org/10.18823/asiatefl.2018.15.4.11.1051
Wallace., M. P., & Qin, C. Y. (2021). Language classroom assessment fairness: Perceptions from students. LEARN Journal: Language Education and Acquisition Research Network, 14(1), 492-521.
Yang, D. (2021). EFL/ESL students’ perceptions of distributive, procedural, and interactional justice: The impact of positive teacher-student relation.
Frontiers in Psychology, 12, Article Number 755234.
https://doi.org/10.3389/fpsyg.2021.755234
Zhaleh, K., Estaji, M., & Berti, C. (2022). Conceptualizing classroom justice in second/foreign language education: past, present, & future directions of research & practice. Journal of Critical Applied Linguistics Studies (JCALS), 1(1), 32-49. https://doi.org/10.22034/jcals.1.1.32
