العدالة الأكاديمية كما يدركها الطلاب المعلمون و علاقتها بكل من دافعية الإنجاز و فعالية الذات الأكاديمية لديهم

الملخص EN

The present study examined the level of academic justice and its four dimensions (distribute justice, procedural justice interpersonal justice and informational justice) among university students.

Also, the study examined the relationship between the dimensions of academic justice and the achievement motivation.

The study also examined the relationship between the dimensions of academic justice and academic self -efficacy.

In addition, the current study examined the possibility of predicting achievement motivation and academic self-efficacy through the dimensions of academic justice.

The sample of this study consists of (192) from the fourth grade students of college of Education, Sohag University .The age of participants ranged from 23.4-21 years with average 22.24 and standard deviation (.52).

Data was collected through academic justice scale, achievement motivation scale, and academic self-efficacy scale after verifying their psychometric properties.

Means, standard deviations, correlation coefficient, and multiple linear regression were used to analysis the data.

Findings of the current study showed that university students have high level of the academic justice and its four dimensions.

Also, results of this study showed that there is a significant relationship between the dimensions of academic justice and the achievement motivation.

Also, results of this study showed that there is a significant relationship between the dimensions of academic justice and academic self -efficacy.

The result of multiple linear regression showed that the dimensions of academic justice: distribute justice, interpersonal justice and informational justice can be a predictor of achievement motivation, while the dimension of procedural justice can not be a predictor of achievement motivation.

In addition, the result of multiple linear regression showed that the dimensions of academic justice : distribute justice, procedural justice and informational justice can be a predictor of academic self-efficacy, while the dimension of interpersonal justice can not be a predictor of academic self-efficacy.