Persistent Link:
http://hdl.handle.net/10150/278596
Title:
Students in the classroom: Engagement and perceptions of fairness
Author:
Nichols, Sharon Louise, 1969-
Issue Date:
1997
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
In this study, I examined high school students' level of engagement by exploring the relationship between students' phenomenological perceptions of fairness and their levels of engagement. This involved collecting and analyzing data based upon engagement and fairness scales that were created by a research team. Data were descriptively analyzed and factored to identify potentially distinct dimensions of fairness and engagement. Analysis included a correlation of four dimensions of fairness and five dimensions of engagement. Fairness and engagement were significantly related in almost all dimensions. One distinct finding was that "personal" perceptions of fairness were more correlated with engagement than other dimensions of fairness. When personal fairness was partialled out of the correlation, other dimensions of fairness failed to relate significantly with engagement. This suggests that personal experience of fairness has a more significant and salient affect on levels of engagement than any other identified dimension of fairness.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Educational Psychology.; Education, Curriculum and Instruction.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Educational psychology
Degree Grantor:
University of Arizona
Advisor:
Good, Thomas L.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleStudents in the classroom: Engagement and perceptions of fairnessen_US
dc.creatorNichols, Sharon Louise, 1969-en_US
dc.contributor.authorNichols, Sharon Louise, 1969-en_US
dc.date.issued1997en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractIn this study, I examined high school students' level of engagement by exploring the relationship between students' phenomenological perceptions of fairness and their levels of engagement. This involved collecting and analyzing data based upon engagement and fairness scales that were created by a research team. Data were descriptively analyzed and factored to identify potentially distinct dimensions of fairness and engagement. Analysis included a correlation of four dimensions of fairness and five dimensions of engagement. Fairness and engagement were significantly related in almost all dimensions. One distinct finding was that "personal" perceptions of fairness were more correlated with engagement than other dimensions of fairness. When personal fairness was partialled out of the correlation, other dimensions of fairness failed to relate significantly with engagement. This suggests that personal experience of fairness has a more significant and salient affect on levels of engagement than any other identified dimension of fairness.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Educational Psychology.en_US
dc.subjectEducation, Curriculum and Instruction.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorGood, Thomas L.en_US
dc.identifier.proquest1385728en_US
dc.identifier.bibrecord.b37455047en_US
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