The adaptation study of justice in the classroom scale into Turkish

Basit Öğe Kaydı
dc.authorid0000-0002-1916-9127
dc.authorid0000-0002-0744-8647
dc.contributor.authorKepekcioğlu, Emine Selin
dc.contributor.authorArgon, Türkan
dc.date.accessioned2021-06-23T19:44:20Z
dc.date.available2021-06-23T19:44:20Z
dc.date.issued2016
dc.departmentBAİBÜ, Yabancı Diller Yüksekokulu, Yabancı Diller Bölümüen_US
dc.description1st International Conference on Lifelong Education and Leadership for All -- OCT 29-31, 2015 -- Palacky Univ, Olomouc, CZECH REPUBLICen_US
dc.description.abstractThe aim of this study is to make the Turkish adaptation, validity and reliability study of Justice in the Classroom Scale which was formed by unifying Distributive and Procedural Justice in the Classroom Scales developed by Chory-Assad and Paulsel in 2004 and Interactional Justice in the Classroom Scale developed by Chory in 2007. The research sample is made up of 720 students studying at several faculties associated to Abant Izzet Baysal University. The construct validity of Distributive, Procedural and Interactional Justice in the Classroom Scales was measured by using explanatory and confirmatory factor analyses. In consequence of the analyses, the following results were obtained: 1. Distributive Justice in the Classroom Scale which has originally one-factor structure was found to have two-factor structure named as "Expected Justice in the Classroom" and "Comparative Justice in the Classroom" after being adapted into Turkish. 2. Procedural Justice in the Classroom Scale which has originally one-factor structure was found to have three-factor structure named as "Rule Justice in the Classroom", "Teaching Justice in the Classroom" and "Exam Justice in the Classroom" after being adapted into Turkish. 3. Interactional Justice in the Classroom Scale was found to have one-factor structure as it has in the original form. 4. The reliability of Distributive Justice in the Classroom Scale after being adapted into Turkish was found to be .85 through test-retest method and .91 through Cronbach alfa internal consistency method. The reliability of Procedural Justice in the Classroom Scale after being adapted into Turkish was found to be .88 through test-retest method and .94 through Cronbach alfa internal consistency method. The reliability of Interactional Justice in the Classroom Scale Scale after being adapted into Turkish was found to be .89 through test-retest method and .82 through Cronbach alfa internal consistency method.en_US
dc.description.sponsorshipMoravian Univ Coll Olomoucen_US
dc.identifier.endpage34en_US
dc.identifier.isbn978-605-66495-0-9
dc.identifier.startpage28en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12491/8962
dc.identifier.urihttps://www.webofscience.com/wos/woscc/full-record/WOS:000382504900005
dc.identifier.wosWOS:000382504900005en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.institutionauthorKepekcioğlu, Emine Selin
dc.institutionauthorArgon, Türkan
dc.language.isoenen_US
dc.publisherIclel Conferencesen_US
dc.relation.ispartofIclel 2015: 1St International Conference On Lifelong Learning And Leadership For Allen_US
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectJustice in the Classroomen_US
dc.subjectDistributiveen_US
dc.subjectProcedural and Interactional Justice in the Classroomen_US
dc.subjectUniversity Studenten_US
dc.titleThe adaptation study of justice in the classroom scale into Turkishen_US
dc.typeConference Objecten_US

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