Fair and Square? An Examination of Classroom Justice and Relational Teaching Messages

Laura E. Young, Sean M. Horan, Brandi N. Frisby

Research output: Contribution to journalArticlepeer-review

22 Scopus citations


Students and instructors acknowledge the importance of the instructor-student relationship in the classroom. Despite the importance of the instructor-student interpersonal relationship, there can also be unexpected or undesirable outcomes associated with relational teaching. Using the theoretical framework of leader-member exchange, we explored relational teaching messages to understand how they may relate positively or negatively to student perceptions of classroom justice. Participants (N = 124) completed measures about relational communication strategies (i.e., rapport, confirmation, and affinity-seeking) and classroom justice (i.e., procedural, interactional, and distributive). Results indicate the enjoyable interaction dimension of rapport positively predicted perceptions of all three types of justice. The response to questions dimension of confirmation positively predicted perceptions of procedural and interactional justice.

Original languageEnglish
Pages (from-to)333-351
Number of pages19
JournalCommunication Education
Issue number4
StatePublished - Oct 2013


  • Affinity-Seeking
  • Classroom Justice
  • Confirmation
  • Rapport
  • Relational Teaching

ASJC Scopus subject areas

  • Communication
  • Education
  • Language and Linguistics


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