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Procedural Justice and Conflict Management at School
Author(s) -
Nelson Noa,
Shechter Dikla,
BenAri Rachel
Publication year - 2014
Publication title -
negotiation journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.238
H-Index - 32
eISSN - 1571-9979
pISSN - 0748-4526
DOI - 10.1111/nejo.12074
Subject(s) - conflict management , psychology , procedural justice , legitimacy , constructive , perception , economic justice , conflict resolution , style (visual arts) , social psychology , sample (material) , chemistry , political science , process (computing) , law , archaeology , chromatography , neuroscience , politics , computer science , history , operating system
In this research, we explored the contributions of perceived procedural justice ( PPJ ) to the conflict management behaviors of adolescents when they experience conflict with their teachers. We tested an extensive model to determine how PPJ contributes to conflict management. We also extended research on PPJ to examine its impact on adolescents. Our results, acquired from a large and diverse sample of 256 high school students, indicate that PPJ had an impact on adolescents' approach to managing conflicts with their teachers. Students who perceived that their teachers' decision processes were just were less dominating and more avoiding, obliging, and compromising. In addition, we found that students' perceptions about the legitimacy of their teachers' authority mediated the relationships between PPJ and conflict management style. This study contributes to the rather scarce research on PPJ 's role in conflict management and should be useful for educators searching for constructive, relationship‐based tools for conflict management.