Victim Sensitivity and Altruistic Behavior in School: Mediating Effects of Teacher Justice and Teacher-Student Relationship

Teacher Injustice and Classroom Citizenship Behavior of Pakistani Nursing Students: A Moderated Mediation Model

People sometimes limit themselves to doing what is explicitly expected of them and purposely avoid engaging in socially desirable behaviors. Against this background, this study tested a moderated-mediation model based on Conservation of Resources theory and equity theory in academic context through a mixed-methods approach. More specifically, it examined the role of equity sensitivity in influencing the indirect effect of teacher injustice (TI) on classroom citizenship behavior (CCB) through burnout. Results achieved through a four-wave data collected from Pakistani nursing students partially supported the model. They demonstrated that while burnout serves as a mediator in the TI-CCB relationship, the mediation effect is independent of the level of equity sensitivity. A follow-up focus group was also conducted whose findings gave additional details regarding the psychosocial processes underlying the effect of TI on targeted students' attitudes and behaviors. Overall, the study offers theory- and evidence-based insights into the CCB withdrawal process, and provides guidance to education management practice and research.

Fair sharing is just caring: Links between justice sensitivity and distributive behavior in middle childhood

Justice sensitivity (JS), the tendency to perceive and adversely respond to injustice, was related to prosocial behavior in different age groups and to distributive preferences in adults. To test influences of JS on sharing and distributive preferences, middle childhood as an important phase for moral development may be particularly interesting. We asked 1320 5- to 12-year-old children (M = 8.05 years, SD = 1.02; 51.2 % girls, 1.3 % transgender and gender-nonconforming) to read five vignettes that made salient the different principles of distributive justice (equality, merit, and need) and to distribute imaginary sweets between themselves and one described child (sharing) or between two described children (distributing). Children also rated their JS, and parents rated children's theory of mind (ToM) abilities and empathy. More concerns for justice for the self (victim JS) predicted distributions following the merit principle and a preference for need over equality and merit when forced to choose among the three. Caring for justice for others (altruistic JS) predicted more sharing, equal distributions, less distributions according to the merit principle, and a preference for equal distributions over merit and need when forced to choose among the three. These associations prevailed when ToM and empathy were included as control variables. The findings underline the importance of justice-related personality traits, such as JS, for moral development in middle childhood.

Perceived teacher support, peer relationship, and university students' mental health: The mediation of reality and Internet altruistic behaviors

Studying in universities is a crucial development stage for students, whose thoughts, feelings, and actions are affected by interactions with their teachers and peers. This study explored the relationships between perceived teacher support and mental health as well as those between peer relationship and mental health among university students, and examined the mediating effects of reality and Internet altruistic behaviors on these relationships. Perceived teacher support questionnaire, peer relationship satisfaction questionnaire, self-reported altruism questionnaire, Internet altruistic behavior questionnaire, and general health questionnaire were administered to 553 university students. Results demonstrated that perceived teacher support and peer relationship positively predicted reality and Internet altruistic behaviors and positively predicted mental health. Reality and Internet altruistic behaviors positively predicted mental health and exerted significant mediating effects on the correlations between perceived teacher support and mental health as well as those between peer relationship and mental health. The male and female students differed insignificantly in the mediating effects of reality and Internet altruistic behaviors. Therefore, no matter for males or females, teachers should provide sufficient support for the students and establish favorable relationships with them. Friendly relationships, comfort, and active communication among peer students are also essential for creating a healthy and harmonious interaction environment. Those various factors of the school have impacts on the mental health of university students through their altruistic behaviors. This study suggests that further emphasis on teacher support and peer relationship is needed to promote the positive development of altruistic behaviors among university students, and ultimately provide a viable contribution to the university students' mental health interventions.

Students' Emotional Well-Being, and Perceived Faculty Incivility and Just Behavior Before and During COVID-19

This research set out to measure the impact of the lockdown condition and social distancing imposed on higher education by the Israeli government during the COVID-19 period and the shift to online learning, on students’ emotional well-being, the way they perceived their teachers’ just behavior, and faculty incivility, compared to pre-pandemic conditions. An additional aim was to explore the set of connections among these factors. The total sample included 396 undergraduate students from three academic colleges. Data were gathered via three questionnaires: Positive/negative affect, Faculty Incivility, and Teacher Justice. Data were analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM). The main finding showed that students’ negative emotions were informed by the lockdown condition. This perceived negative affect had an impact on how the participants experienced social interactions with their faculty. Those who exhibited higher levels of negative affect perceived themselves as targets of faculty incivility. The same trajectory was detected with the way students experienced their teachers’ just behavior. Students who held negative emotions, partly because of the COVID-19 restrictions, also viewed their teachers’ behavior toward them as unjust. This study stresses the role of one’s emotional condition in instigating negative interpretations of social interactions. Directions for subsequent research and practical implications for promoting students’ well-being and civil and just communications in the learning environment are discussed.