Social Psychology Of Justice Research Articles

Designing a Multilateral Investment Court for Procedural Justice

Abstract Working Group III of the United Nations Commission on International Trade Law has embarked on a mandate to reform investor-State dispute settlement (ISDS), through identifying a set of concerns that merit multilateral procedural reform. In response, the EU has proposed creating a standing multilateral investment court. Despite the importance of procedural justice theory in domestic legal systems, its value as a resource in international dispute resolution is under-recognized. This article focuses on procedural justice through the literature on the social psychology of justice, as offering an empirically-based theoretical foundation that helps identify key elements and options in designing investment adjudication. Within ISDS reform, the authors focus on necessary innovations in independence and impartiality, transparency, participation, and correction of error, the key pillars of procedural justice research. The EU proposal suggests substituting a more traditional judicial model of dispute resolution for the current and problematic arbitral model, which aligns to a greater degree with the principles of procedural justice.

РОЗВИТОК ЦІННІСНОГО СТАВЛЕННЯ МАЙБУТНІХ УЧИТЕЛІВ ДО СПРАВЕДЛИВОСТІ У ПЕДАГОГІЧНІЙ ВЗАЄМОДІЇ

Статтю присвячено вивченню розвитку ціннісного ставлення майбутніх учителів до справедливості у взаємодії учасників освітнього процесу. Вказується, що ціннісне ставлення суб’єкта педагогічної взаємодії до справедливості є поєднанням усвідомленої ним норми рівності відносно іншого учасника та справедливого вчинку. Змістовно воно презентується ціннісним ставленням учителів до себе як до суб’єктів справедливої поведінки та ціннісним ставленням до учнів, на яких вона спрямовується. Зазначається, що студенти педагогічного університету поки що не є повноправними суб’єктами педагогічної діяльності, тому становлення їх ціннісного ставлення до справедливості відбувається через призму рефлексії ставлення до них викладачів та розвитку ціннісного ставлення до себе як потенційних учителів і носіїв моральних та професійних цінностей. Встановлено, що, рефлексуючи педагогічну взаємодію викладача, більшість студентів схильні визначати дії справедливими, якщо має місце об’єктивне оцінювання результатів їх навчальної діяльності. Студенти освітнього ступеня «магістр», які мають досвід проходження педагогічної практики у закладах загальної середньої освіти, віддають пріоритет належному, справедливому оцінюванню зусиль учнів у процесі навчання, як винагороді за виконану роботу, та виваженій позиції викладача у різних ситуаціях педагогічних взаємодій. Для студентів освітнього ступеня «бакалавр» більш суттєвим усправедливих діях викладача є вияв співчутливості та емпатії, розуміння індивідуальних проблем суб’єктів учіння. Виявлено, що, орієнтуючись на позитивні особистісні якості справедливих викладачів, студенти з різним освітнім рівнем і досвідом педагогічноївзаємодії ціннісно ставляться до власної особистості, включаючи до її структури позитивні риси суб’єкта справедливої поведінки, а, також, виявляють схильність активно відстоювати право на визнання гідності власної особистості.

Examining the Interplay of Justice Perceptions, Motivation, and School Achievement among Secondary School Students

There is a paucity of empirical research on the social psychology of justice in educational settings. A few previous studies have predominantly focused on distributive and procedural justice concerns, and knowledge about the role of what have been called informational and interpersonal justice for school outcomes is very scarce. In the present study, data from 227 eighth- and ninth-grade students who participated in a survey study were analyzed to examine the interplay between relational justice concerns (decomposed into procedural, interpersonal, and informational justice), motivation to study, and school achievement. A comprehensive theoretically grounded multi-item measure of informational justice was developed and validated. The results showed that informational justice significantly predicts school grades, and that motivation to study fully mediates this effect. Neither procedural nor interpersonal justice was associated with school grades. The implications of these results for research and practice are discussed in detail.

Social Psychology of Justice: Origins, Central Issues, Recent Developments, and Future Directions

This article provides an overview of some selected aspects of social psychological theory and research on justice in the allocation of social resources. We start with a brief outline of the origins of systematic inquiries of justice in social psychology. Six central issues in social justice theory and research are discerned and discussed (the definition, dimensionality, and criteria of justice, the salience of the justice motive, the importance of justice, the formation of justice judgments, the cognitive and behavioral reactions to injustice, and the cross-cultural generality of justice considerations). A selective overview of recent applications, developments, and areas of interest are also presented, and some avenues for future research are suggested.

Mutual Support: Relating, Habit Work, Nurturing Being

Psychology needs coalition with “client/survivor” activism. Responsibility and wholesomeness of social support can replace activity managing behavior and objectifying ‘madness’. Social justice psychology should organize itself with mutual support and fight retraumatization agendas in the course of sustaining this collaboration.

Identity Uncertainty and Compensatory or Non-Compensatory Justice Judgments

Fairness heuristic and uncertainty management theories predict that justice will be more important in environmentally uncertain conditions, and that early justice judgments will be applied to resolve consequent ambiguity in justice information. In the literature and research on the social psychology of justice, justice judgments are construed as assessments of the presence or absence of specific criteria. However, social phenomena are complex and often characterized by clear yet ambivalent and conflicting information. For instance, the diverse behavioural or procedural elements comprising a justice event may be discretely perceived as fair or unfair. An individual making a justice judgment must resolve these separate and competing pieces of information into a monolithic justice judgment. We predicted that environmental contexts of social standing uncertainty would promote thorough and deep processing of information, consistent with a compensatory judgment process. When social standing is certain, as in the case of long standing membership within a group, we expected a non-compensatory process with a threshold effect such that at certain levels of unfairness, fair information would be disregarded. Results of a scenario study of five conditions of social standing uncertainty supported these predictions. Implications for theory, limitations of the current study and future directions are discussed.

Democracy and the Evolution of Corporate Governance

Under what conditions do stakeholders consent to a regime of corporate governance? We propose that consent by the governed in corporate governance cannot be satisfactorily explained without reference to the collective value of procedural fairness that underlies markets. Drawing on the social psychology of justice and the political economy of social choice, we highlight the critical role played by democratic procedures in achieving consent by the governed in modern society. This line of reasoning leads us to suggest that the evolution of corporate governance, too, can be understood in terms of Tocqueville's well-known hypothesis that democracy eventually prevails in all spheres of organised activity. Examining the historical record of institutional reform in France, Germany, the United Kingdom and the United States, we find that corporate governance has indeed evolved to make increasing use of democratic procedures. Viewed over the long-term of two centuries of capitalist development, corporate governance is seen to have successively incorporated enfranchisement, separation of powers and representation. In conclusion, we consider the implications of basing the study of corporate governance on the question of stakeholder consent and the practice of corporate governance on the procedures of democracy.

Social justice and moral reasoning: An empirical integration of two paradigms in psychological research

Distributive and procedural justice are of central importance to past and current theories of the psychology of moral development and the social psychology of justice. In order to explicate the relationships among theories, participants responded to both a measure of moral reasoning and a measure of 15 various justice criteria. Analyses showed that each schema of moral reasoning was significantly predicted by different concerns about social justice. Furthermore, individuals' judgments about justice were best represented by four factors, offering a broader definition of justice in relation to moral schemas. The findings were consistent with Kohlbergian theory; moral reasoning appears to proceed from concerns about self-interest to distributive fairness to procedural justice.

The Psychology of Own Versus Others’ Treatment: Self-Oriented and Other-Oriented Effects on Perceptions of Procedural Justice

This article focuses on how people interpret their own versus others’ treatment. Two experiments investigate how perceived procedural justice is affected by procedures that are experienced personally versus those seen to have been experienced by others. The studies show that, at least under some conditions, the treatment of others is as potent a consideration in justice judgments as is one’s own treatment. These findings are contrasted with previous insights into the psychology of social justice in general and procedural justice in particular.