The adaptation study of justice in the classroom scale into Turkish

The aim of this study is to make the Turkish adaptation, validity and reliability study of Justice in the Classroom Scale which was formed by unifying Distributive and Procedural Justice in the Classroom Scales developed by Chory-Assad and Paulsel in 2004 and Interactional Justice in the Classroom Scale developed by Chory in 2007. The research sample is made up of 720 students studying at several faculties associated to Abant Izzet Baysal University. The construct validity of Distributive, Procedural and Interactional Justice in the Classroom Scales was measured by using explanatory and confirmatory factor analyses. In consequence of the analyses, the following results were obtained: 1. Distributive Justice in the Classroom Scale which has originally one-factor structure was found to have two-factor structure named as "Expected Justice in the Classroom" and "Comparative Justice in the Classroom" after being adapted into Turkish. 2. Procedural Justice in the Classroom Scale which has originally one-factor structure was found to have three-factor structure named as "Rule Justice in the Classroom", "Teaching Justice in the Classroom" and "Exam Justice in the Classroom" after being adapted into Turkish. 3. Interactional Justice in the Classroom Scale was found to have one-factor structure as it has in the original form. 4. The reliability of Distributive Justice in the Classroom Scale after being adapted into Turkish was found to be .85 through test-retest method and .91 through Cronbach alfa internal consistency method. The reliability of Procedural Justice in the Classroom Scale after being adapted into Turkish was found to be .88 through test-retest method and .94 through Cronbach alfa internal consistency method. The reliability of Interactional Justice in the Classroom Scale Scale after being adapted into Turkish was found to be .89 through test-retest method and .82 through Cronbach alfa internal consistency method.