Abstract
Classroom management involves managing students’ requests for course policy changes. Instructors can adhere to the course policies or convey flexibility through making an exception for the student. The current study empirically examines students’ emotional reactions (hostility, guilt, and surprise) and fairness perceptions to course policy decisions. In Study 1 ( N = 162), students had negative emotional reactions, but increased procedural fairness perceptions, to policy adherence. Study 2 ( N = 341) examined the effects of the instructor’s interpersonal warmth and gender. Study 2 largely replicated the results of Study 1. Although the instructor’s gender had no effect, interpersonal warmth had a main effect on interactional fairness perceptions. Instructors can use policy adherence and interpersonal warmth to promote fairness perceptions.
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