Główczewski Michał, Burdziej Stanisław
Institute of Psychology, Nicolaus Copernicus University, Jurija Gagarina 39, Toruń, 87-100 Poland.
Institute of Sociology, Nicolaus Copernicus University, Fosa Staromiejska 1a, Toruń, 87-100 Poland.
High Educ (Dordr). 2022 Aug 8:1-22. doi: 10.1007/s10734-022-00907-8.
A considerable body of literature has documented the significance of fair treatment in terms of generating trust towards decision-makers across different institutional contexts. It has also been demonstrated that even young children are sensitive to procedural justice, and that experiences of both fairness and unfairness help shape young people's wider attitudes towards authority. In this paper, we seek to extend these findings into the academic context. We use data from two separate studies of university students in Poland. In study 1 ( = 315), using a survey to capture students' actual experiences, we find that fair treatment was a stronger predictor of perceived legitimacy of university authorities than were fair outcomes. In study 2 ( = 751), also using a survey of a nationally representative sample of university students, we demonstrate that this procedural effect is mediated by students' identification with their university, and that trust in academic authorities translates into higher levels of engagement and lower levels of burnout. Academic identification fully mediated the relationship between both procedural and distributive fairness and engagement and partly mediated the relationship between the two dimensions of fairness and burnout. We conclude that the experience of procedural fairness leads students to more strongly identify with their university and thereby enhances their trust in university authorities.
The online version contains supplementary material available at 10.1007/s10734-022-00907-8.
大量文献记录了公平对待在不同机构背景下对决策者产生信任的重要性。研究还表明，即使是幼儿也对程序正义敏感，公平和不公平的经历有助于塑造年轻人对权威的更广泛态度。在本文中，我们试图将这些研究结果扩展到学术背景中。我们使用了来自波兰大学生的两项独立研究的数据。在研究1（n = 315）中，通过一项调查来获取学生的实际经历，我们发现，与公平结果相比，公平对待是大学生对大学当局感知合法性更强的预测因素。在研究2（n = 751）中，同样对全国有代表性的大学生样本进行调查，我们证明这种程序效应是由学生对其大学的认同感介导的，并且对学术当局的信任转化为更高的参与度和更低的倦怠水平。学术认同完全介导了程序公平和分配公平与参与度之间的关系，部分介导了公平的两个维度与倦怠之间的关系。我们得出结论，程序公平的体验会使学生更强烈地认同他们的大学，从而增强他们对大学当局的信任。
在线版本包含可在10.1007/s10734-022-00907-8获取的补充材料。
