School experience,relational justice and legitimation of institutional |
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| Authors: | Maria Gouveia-Pereira Jorge Vala Augusto Palmonari Monica Rubini |
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| Institution: | 1.Center of Cognitive Psychology of Education and Development,Instituto Superior de Psicologia Aplicada (ISPA),Lisboa,Portugal;2.Department of Social and Organizational Psychology,Instituto Superior de Ciências do Trabalho e da Empresa (ISCTE),Lisboa,Portugal;3.Università degli Study di Bologna,Italy;4.Department of Education,Bologna University,Bologna,Italy;5.Dipartimento di Scienze dell’Educazione,Bologna,Italy |
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| Abstract: | This study analysis the relationship between perceptions of the justice of teacher’ behaviour and (a) the legitimation of school authority and (b) the legitimation of institutional authorities outside school. 448 adolescent students participated in the study. In questionnaire participants were asked about (a) perceptions of the justice of teachers’ behaviour; (b) evaluation of the school experience; and (c) evaluation of institutional authorities. Results show that the evaluation of the justice of teacher behaviour, in particular relational and procedural justice, have an impact on the legitimation of the authority of teachers and on the evaluation of institutional authorities outside school. Results also show that the legitimacy granted to teachers is a mediator variable between perceptions of justice in school and evaluation of authorities outside school. These results are discussed in the context of the studies on the relationship between school experience and adolescents attitudes towards authorities, and in the framework of the “Relational Model of Authority” and of the “Group Value Model”. |
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