The Relationship between Classroom Justice, EFL Female Students' Attitudes toward Empowerment, and Their Self-esteem

نوع مقاله : علمی پژوهشی

نویسندگان
Zahra Talebi 1
Görsev Bafralı 2
1 PhD in TEFL, Department of English Translation and Interpreting Studies, Istanbul Gelisim University, Türkiye
2 Department of English Translation and Interpreting Studies, Istanbul Gelisim University, Türkiye
10.48311/LRR/lrr.2025.90430.0
چکیده
This study investigated the relationships between self-esteem, empowerment attitudes, and perceptions of classroom justice among EFL (English as a Foreign Language) learners. Relative stratified sampling was used to choose the 329 participants that make up the research sample. The Cronbach’s alpha was used to assess the reliability of questionnaire. This study used path analysis within the framework of structural equations, using a descriptive-correlational methodology, to analyse data and test research hypotheses. Software such as AMOS22 and SPSS22 were used to analyse the collected data. The results showed a significant correlation between students' perceptions of classroom justice dimensions and their feelings of empowerment and self-worth. The implications extend beyond the confines of the classroom, pointing towards a holistic approach to education that considers both the interpersonal dynamics within the learning environment and the individual empowerment of students
کلیدواژه‌ها
Classroom Justice
Empowerment
Attitude
Self-esteem
EFL female students
موضوعات
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Luechauer, D. L., & Shulman, G. M. (1993). Creating empowered students: The perspective from three management classes. Journal of Management Education, 17(2), 169–179. https://doi.org/10.1177/105256299301700203
Orth, U., & Robins, R. W. (2014). The development of self-esteem. Current Directions in Psychological Science, 23(5), 381–387. https://doi.org/10.1177/0963721414547414
Paulsel, M. L. (2005). Classroom justice: Student aggression and resistance. In T. A. McCroskey & V. P. Richmond (Eds.), Communication and behavior in classrooms (pp. 23–47). Hampton Press.
Pierce, J. L., & Gardner, D. G. (2004). Self-esteem within the work and organizational context: A review of the organization-based self-esteem literature. Journal of Management, 30(5), 591–622. https://doi.org/10.1016/j.jm.2004.05.002
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Santrock, J. W. (2018). Adolescence (17th ed.). McGraw-Hill Education.
Shakki, F. (2022). Iranian EFL students’ L2 engagement: The impact of teacher support and teacher–student rapport. Language Related Research, 13(3), 175–198. https://doi.org/10.52547/lrr.13.3.8
Steinberg, L. (2023). Adolescence (13th ed.). McGraw-Hill Education.
Thibaut, J. W., & Walker, L. (1975). Procedural justice: A psychological analysis. Erlbaum.
Tyler, T. R., & Lind, E. A. (1992). A relational model of authority in groups. In M. P. Zanna (Ed.), Advances in experimental social psychology (pp. 115–191). Academic Press.
Van den Bos, K., & Nierop, L. (2012). The effects of perceived control on the fairness of procedures and outcomes. Social Justice Research, 25(3), 239–255. https://doi.org/10.1007/s11211-012-0158-1
Wang, Y. (2026). Exploring interpersonal justice in EFL education: A conceptual review of its impact on students' well-being and engagement. Language Related Research, 17(3), 99–117.
Weiner, B. (2003). Social motivation, justice, and the moral emotions: An attributional approach. Lawrence Erlbaum Associates.
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Zahednejad, S., Beheshti, A., & Parnian, A. (2015). The relationship between distributive justice and empowerment with the mediating role of organizational trust in the staff of secondary schools of Isfahan. International Journal of Advanced Biotechnology and Research, 6(1), 219–226.