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Sınıfta Adalet Algısı ile Sürekli Umut Düzeyi Arasındaki İlişki

Adalet kavramının okul ortamındaki yansıması olarak görülebilecek sınıfta adalet algısı öğrencilerin okula uyumlarının, gelecek planlarının, öğrenme motivasyonlarının, iyilik hallerinin, özsaygılarının güçlenmesinde ve antisosyal davranışların önlenmesinde önemli rol oynayan bir değişkendir. Bu araştırmada ele alınan diğer değişken umut ise bireylerin hayatına anlam katan, motivasyonlarını, uyumlarını, özgüvenlerini güçlendiren bir biliştir. Alanyazın incelendiğinde adalet algısı ile umut düzeyinin benzer değişkenlerle ilişkili olduğu gözlenmektedir. Alanyazındaki verilerden hareketle bu çalışmanın amacı sınıfta adalet algısının boyutları olan dağıtım, süreç ve etkileşim adaleti ile sürekli umut düzeyi arasında ilişki olup olmadığını incelemektir. Araştırmanın çalışma grubu Bartın il merkezindeki ortaöğretim kurumlarının 9-12. sınıflarına devam eden 507 öğrenciden oluşmaktadır. Çalışma grubunun tespitinde uygun örnekleme yöntemi kullanılmıştır. Analiz sonucunda sürekli umut ölçeğinden alınan puanlar ile dağıtım adaleti, süreç adaleti ve etkileşim adaleti ölçeklerinden alınan puanlar arasında pozitif yönde ve istatistiksel olarak anlamlı ilişkiler tespit edilmiştir. Bu doğrultuda pozitif psikolojinin önemli kavramlarından biri olan umut ile adalet algısı arasında birbirini güçlendiren bir ilişki olduğu söylenebilir. Çalışma öğrencilerin adalet algılarını ve umutlarını güçlendirmek için okullarda yapılabilecek etkinlikler üzerinde durularak tamamlanmıştır.

Anahtar Kelimeler:

Dağıtım Adaleti, Süreç Adaleti, Etkileşim Adaleti, Sürekli Umut

The Relationship between Perception of Classroom Justice and Dispositional Hope

Classroom justice can be considered an extension of school justice and plays an important role in reinforcing students' school adaptation, planning skills, learning motivation, well-being, self-esteem, and deterring antisocial behaviors. Hope, another variable discussed in this study, is a cognition that brings meaning to life and enhances motivation, adaptation, and self-confidence. In the literature, justice perception and hope are correlated with similar variables. In this sense, this study aimed to reveal whether there was a correlation between classroom justice dimensions (i.e., distributive, procedural, and interactional justice) and continuous hope. The study sample consisted of 9th and 12th grade 507 students in the city center of Bartın. An appropriate sampling method was used to form the study group. The analysis results revealed positive and statistically significant correlations between the Continuous Hope Scale scores and the distributive, procedural, and interactional justice scale scores, suggesting a mutually reinforcing relationship between hope, a critical concept of positive psychology, and justice perception. Accordingly, the activities to improve students' justice perception and promote hope were emphasized in light of the findings.

Keywords:

Distributive Justice Procedural Justice, , İnteractional Justice, Dispositional Hope,

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