Date of Graduation
College of Education and Human Services
Learning Sciences and Human Development
Richard T. Walls.
One purpose of this dissertation was to examine the emotional response theory in the instructional context. A second purpose of this dissertation was to determine the predictive power of classroom justice. The effects of distributive, procedural, and instructional justice on students' emotional response and perceptions of empowerment were examined. Students ( N = 511) completed questionnaires about the class they had immediately before the class in which data were collected. Results indicated that classroom justice positively predicted students' emotional response and perceptions of empowerment. This dissertation also examined the relationships between students' emotional response and their perceptions of empowerment. Results indicated that each factor of emotional response was positively related to each factor of empowerment. The interaction of high/low pleasure and high/low arousal was analyzed in relation to student empowerment. However, no significant results were found for the interaction of pleasure and arousal. Implications and limitations of these findings in the instructional context were discussed. In addition, directions for future research were offered.
Paulsel, Michelle L., "Classroom justice as a predictor of students' perceptions of empowerment and emotional response" (2005). Graduate Theses, Dissertations, and Problem Reports. 2652.