TY - JOUR
T1 - Justice, belonging and trust among Israeli middle school students
AU - Resh, Nura
AU - Sabbagh, Clara
N1 - Publisher Copyright:
© 2013 British Educational Research Association.
PY - 2014/12/1
Y1 - 2014/12/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=84919488137&partnerID=8YFLogxK
U2 - 10.1002/berj.3129
DO - 10.1002/berj.3129
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AN - SCOPUS:84919488137
SN - 0141-1926
VL - 40
SP - 1036
EP - 1056
JO - British Educational Research Journal
JF - British Educational Research Journal
IS - 6
ER -