Flint_HernandezMarrero.2006.PolarizationofPerceivedProceduralJustice.pms.102.1.35-50 (1).pdf

Procedure to facilitate generaliabilit of the

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Procedure To facilitate generali~abilit~ of the conclusions, three different scenarios
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D, H. FLINT. ET AL. TABLE 1 FACTOR ANALYSIS OF PROCEDURAL JUSTICE ITEMS Item Number and Content M SD Component 1 2 1. The process u7as unbiased and impartial. 2. The professor was honest and ethical in dealing with the student. 3. The student was treated politely by the professor. 4. The hearing was undignified. 5. The student's viewpoint was considered before a decision u7as made. 6. The process likely produced enough information to make a good decision. 7. Fair procedures and rules were applied to this case. 8. Reasonable concern was shown for the student's rights by the professor. 9. The procedure used to evaluate the student was unfair. 10. I would trust this procedure to evaluate me if I found my- self in this circumstance. 11. The professor appeared to be dishonest. 12. The procedures and rules applied to this case were effec- tive. 13. The student was treated unfairly. 14. The process was fair. were employed in each high and low Procedural Justice condition. Partici- pants were randomly assigned to one of the six scenarios. Three Procedural Justice elements were created-two separate Voice elements and one Neu- trality and Standing element (see Table 2). These were combined two at a time to produce three scenarios (see Table 3). The three scenarios for each high and low Procedural Justice condition provided multiple operationaliza- tions of Procedural Justice. This should help to avoid "mono-operation bias" (Cook & Campbell, 1979, p. 65), a common threat to construct validity in experimental research. To make sure that responses to the three scenarios in the high and low Procedural Justice conditions were not different, manipulation checks were used to examine any differences in the scenarios prior to polarization. Per- suasive Arguments involved participants rating the Procedural Justice of the scenarios (the pregroup rating), interacting in groups and then rating per- ceptions of justice a second time (the postgroup rating). Prepolarization re- sponses to the three different scenarios high in Procedural Justice were not significantly different in ratings of Procedural Justice (F,,9, = 1.52, ns). Simi- larly, prepolarization responses to the three scenarios low in Procedural Jus- tice also showed no significant differences (F,,99 = 0.13, ns). Similar manipulation checks were performed on the Social Comparisons scenarios. Social Comparisons involved participants rating the Procedural
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POLARIZATION OF PERCEIVED PROCEDURAL JUSTICE TABLE 2 ELEMENTS OF SCENARIOS Measure of Procedural Element Justice Voice 1 High The rofessor gave the student an opportunity to explain what had i d to this. The student was given a two-week notice in writing, that a tri- bunal would be convened to hear the case.
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  • Fall '08
  • Sociology, Distributive justice

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