Justice, Belonging and Trust among Israeli Middle School Students

Autor/inn/en	Resh, Nura; Sabbagh, Clara
Titel	Justice, Belonging and Trust among Israeli Middle School Students
Quelle	In: British Educational Research Journal, 40 (2014) 6, S.1036-1056 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3129
Schlagwörter	Student Attitudes; Foreign Countries; Justice; Student Behavior; Middle School Students; Hierarchical Linear Modeling; Trust (Psychology); Teacher Student Relationship; Student School Relationship; Jews; Arabs; Beliefs; Religious Factors; Judaism; Israel + Suchen Sie Ihr Suchwort? Schülerverhalten; Ausland; Gerechtigkeit; Student behaviour; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Schüler-Lehrer-Beziehung; Jew; Jude; Jüdin; Juden; Arab; Araber; Belief; Glaube; Judaismus
Abstract	Contending that justice experiences at school transmit messages about the wider society and affects students' attitudes and behaviour, we investigated the effects of students' sense of distributive and (school) procedural justice on their sense of belonging to school and on their social and institutional trust. The study was carried out among about 5000 eighth and ninth graders in a national sample of 48 middle schools in Israel in the 2010-2011 school year. The two-level data--individual and school--were analyzed by HLM7 (Hierarchical Linear Model). Findings basically support our hypotheses: sense of distributive justice, especially, with regard to teachers'-students' relation positively affected students' sense of belonging and their trust in people and formal institutions; and school (aggregate) sense of procedural justice added to these positive effects. However, these attitudes were also dependent on sectorial affiliation (Jewish secular, Jewish religious, Arab), which explained a considerable portion of between-school variation in student attitudes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10