Classroom Justice 19
participant sex (
β
= -.20, p < .05) were statistically significant predictors of student aggression
while distributive justice was not (
β
= .16, p > .05). The first hypothesis was partially supported.
The second hypothesis predicted that perceptions of distributive and procedural justice in
the classroom would negatively predict student hostility toward instructors. Pearson correlations
show that perceptions of both distributive justice (r = -.32, p < .05) and procedural justice (r =
-48, p < .05) were negatively related to student hostility toward their instructors at a statistically
significant level.
For the hierarchical multiple regression analysis, the first block of variables entered into
the model was composed of participant age, the grade the participant expected to receive in the
course, and the course subject because age and course subject were shown to be related to
procedural justice and the grade the participant expected to receive was related to both justice
types. The second block entered into the regression model consisted of the distributive and
procedural justice variables. Results indicate that the first block of variables predicted student
hostility toward their instructors at a statistically significant level, F (3, 149) = 2.82, p < .05. The
predictive ability of the model significantly improved, however, when the distributive and
procedural justice variables were entered, F (5, 147) = 8.72, p < .05; R
2
= .18, p < .05. With
both blocks of variables entered, perceptions of procedural justice (
β
= -.51, p < .05) was the
only statistically significant predictor of student hostility. Distributive justice did not predict
hostility (
β
= .06, p > .05). The second hypothesis was partially supported.
Hypothesis three predicted that student perceptions of distributive and procedural justice
would negatively predict student resistance of instructors’ demands. Pearson correlations show
that perceptions of procedural justice were negatively related to disruption (r = -.17, p < .05),
rallying student support (r = -.16, p < .05), revenge (r = -.34, p < .05), and deception (r = -.33, p
Convention