Procedural and Distributive Justice Effects: The Role of Social Context.

Autor/inn/en	Alexander, Sheldon; Russ, Terry Lee
Titel	Procedural and Distributive Justice Effects: The Role of Social Context.
Quelle	(1985), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Environment; College Students; Higher Education; Justice; Rewards; Social Environment; Work Environment + Suchen Sie Ihr Suchwort? Hochschulumwelt; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Gerechtigkeit; Reward; Belohnung; Soziales Umfeld; Arbeitsmilieu
Abstract	Distributive justice deals with the fairness of outcomes or rewards while procedural justice deals with the fairness of the rules and processes involved in the distribution of rewards. Two studies were conducted to examine the influence of different social contexts on the effects of procedural (PF) and distributive (DF) fairness. College students (N=584) in the first study read a story describing a college situation in which a professor allocated a course grade to a student. In the second study, college students (N=192) read a story describing a supervisor allocating a pay increase to a worker. The school study used three PF levels; the work study used two PF levels, and both studies used three DF levels. After reading the stories, subjects completed questionnaires which included measures of nine dependent variables. The results indicated that: (1) both PF and DF had strong effects on the affective and social responses studied; (2) PF had much greater influence than DF in the work context, but not in the school context; and (3) the relative impact of PF vesus DF varied for different social and affective responses. These findings suggest that PF is quite important and that justice research and theory dealing only with DF is seriously incomplete. The findings also suggest that social and allocation context may influence the roles of PF and DF in their relative impact on social and affective responses. (NRB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC