EFL/ESL Students' Perceptions of Distributive, Procedural, and Interactional Justice: The Impact of Positive Teacher-Student Relation

Dan Yang

doi:10.3389/fpsyg.2021.755234

Abstract

The correlation between teacher-student interpersonal relationships and students' perception of different dimensions of justice using in the learning context has been found absolutely important since it can provide a nice learning environment for students in which they can comfortably learn a new language. Even though several studies have been carried out regarding the above-mentioned points, a review paper that focuses on the importance between these two variables by which students' learning is influenced seems of great interest. In this study, the author has strived hard to highlight the interplay between the aforementioned variables. First of all, Justice and its dimensions including distributive, procedural, and interactional justice are described in the learning context. Then the effect of the positive relationship between teachers and students is accentuated. Following it, different types of characteristics that are crucially noticeable considering teacher-student interpersonal relationship including “teachers care,” “teacher clarity,” “teacher confirmation,” “teacher credibility,” “teacher immediacy,” “teacher stroke,” “teacher-student rapport” are discussed. The term “positive psychology” accompanied by its factors is defined then. What is discussed then is classroom justice as a teacher-student interpersonal factor. Finally, it is concluded with implications and suggestions for future studies.

Highlights

The interpersonal relationship between teachers and students has always been highlighted in different studies in that it is a mutual relationship, and it has been proposed that care should be given to enhance such a relationship between teachers and students; as a consequence, with regard to the positive psychology, diverse types of characteristics in teachers should be stressed and enhanced if needed to take advantage of the learning context (Xie and Derakhshan, 2021)
Social psychology theory of justice has been established in the learning context by some key figures
It has been found that many student variables are influenced by students’ understanding of classroom justice such as the student’ being motivated, achieving academic goals, engagement, the relationship between teachers, and students, reactions which are behavioral or emotional, showing interest in the subjects that are shared through the class, the amount of willingness to talk, feeling about the teacher, and learning cognitively (Estaji and Zhaleh, 2021)

Summary

Dan Yang*

Reviewed by: Rui Xu, Henan University, China Khadijeh Aghaei, Gonbad Kavous University, Iran. Perceptions of Distributive, Procedural, and Interactional Justice: The Impact of Positive Teacher-Student Relation. The correlation between teacher-student interpersonal relationships and students’ perception of different dimensions of justice using in the learning context has been found absolutely important since it can provide a nice learning environment for students in which they can comfortably learn a new language. Even though several studies have been carried out regarding the above-mentioned points, a review paper that focuses on the importance between these two variables by which students’ learning is influenced seems of great interest. What is discussed is classroom justice as a teacher-student interpersonal factor. It is concluded with implications and suggestions for future studies

INTRODUCTION

BACKGROUND

Distributive Justice

Procedural Justice

Interactional Justice

Positive Psychology Factors

IMPLICATIONS AND FURTHER SUGGESTIONS