caa a22 4500 477138519 CHVBK 20180405111726.0 cr unu---uuuuu 170330e19971201xx s 000 0 eng 10.1023/A:1024959820557 doi (NATIONALLICENCE)springer-10.1023/A:1024959820557 Student Evaluations of Grade Appeal Procedures: The Importance of Procedural Justice [Elektronische Daten] [David Kravitz, Eugene Stone-Romero, Jeffrey Ryer] Data from an experimental study involving 408 participants were used to test a structural model based on the procedural justice literature. The model posits that two independent variables (processes permitted in a grade appeal procedure and the ombudsman's grade recommendation) affect general attitudes toward the grade appeal procedure. The model further assumes that these effects are mediated by perceived conformity of the appeal procedure with six justice rules (Leventhal, 1980) and by perceived favorability of the ombudsman's recommendation for the student. In addition, the study assessed the psychometric properties of the measure of rule conformity and its six justice rule subscales. Results of structural equation modeling analyses supported the a priori model. As predicted, perceived favorability of the outcome for the student, which presumably was associated with perceived self-interest for our student respondents, had direct effects on perceived conformity of the appeal procedure with the justice rules and on general attitudes toward the procedure. These effects of self-interest are especially important because self-interest is often ignored in theories and research on fairness. In addition, analyses revealed that the measure of rule conformity and its six subscales had sufficiently good psychometric properties to warrant their use in future research on procedural justice. Implications of our findings for Leventhal's model and for educational institutions are discussed. Human Sciences Press, Inc., 1997 Kravitz David Department of Psychology—MS 25, Rice University, 77005-1892, Houston, TX aut Stone-Romero Eugene Department of Psychology, State University of New York at Albany, USA aut Ryer Jeffrey Department of Psychology, University of Tennessee at Chattanooga, USA aut Research in Higher Education Kluwer Academic Publishers-Plenum Publishers 38/6(1997-12-01), 699-726 0361-0365 38:6<699 1997 38 11162 https://doi.org/10.1023/A:1024959820557 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1023/A:1024959820557 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Kravitz David Department of Psychology—MS 25, Rice University, 77005-1892, Houston, TX aut NATIONALLICENCE 700 1- Stone-Romero Eugene Department of Psychology, State University of New York at Albany, USA aut NATIONALLICENCE 700 1- Ryer Jeffrey Department of Psychology, University of Tennessee at Chattanooga, USA aut NATIONALLICENCE 773 0- Research in Higher Education Kluwer Academic Publishers-Plenum Publishers 38/6(1997-12-01), 699-726 0361-0365 38:6<699 1997 38 11162 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer