Epistemology and adolescents' conceptions of procedural justice in school

Journal of Educational Psychology

Volumn 96, Issue 2, 2004, Pages 347-359

  Thorkildsen, Theresa A ^a   White McNulty, Lisa ^b   Sodonis, Algis ^c  

^a UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

^b University of St Francis   (United States)

^c Urban School of San Francisco   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 2942618266     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.96.2.347     Document Type: Article

References (28)

1. Bandura, A. (1999). Moral disengagement in the perpetration of inhumanities. Personality and Social Psychology Review, 3, 193-209.
2. Carver, C. S., & Scheier, M. F. (1998). On the self-regulation of behavior, New York: Cambridge University Press.
3. Colby, A., Kohlberg, L., Gibbs, J., & Lieberman, M. (1983). A longitudinal study of moral judgment. Monographs of the Society for Research in Child Development, 48(1, Suppl. 2).
4. Feyerabend, P. (1987). Farewell to reason. New York: Verso Books.
5. Habermas, J. (1989). On the logic of the social sciences. Cambridge, MA: MIT Press.
6. Heckhausen, H., & Beckmann, J. (1990). Intentional action and action slips. Psychological Review, 97, 36-48.
7. Kuhn, T. S. (1970). The structure of scientific revolutions (2nd ed.) Chicago: University of Chicago Press.
8. Lapsley, D. K. (1993). Toward an integrated theory of adolescent ego development: The "new look" at adolescent egocentrism. American Journal of Orthopsychiatry, 63, 562-571.
9. Nelson, J. R., Nicholls, J. G., & Gleaves, K. (1996). The effect of personal philosophy on orientation towards school: African American students' views of integrationist versus nationalist philosophies. Journal of Black Psychology, 22, 340-357.
10. Nicholls, J. G., & Nelson, J. R. (1992). Students' conceptions of controversial knowledge. Journal of Educational Psychology, 84, 224-230.
11. Nicholls, J. G., Nelson, J. R., & Gleaves, K. (1995). Learning "facts" versus learning that most questions have many answers: Student evaluations of contrasting curricula. Journal of Educational Psychology, 87, 253-260.
12. Nicholls, J. G., & Thorkildsen, T. A. (1988). Children's distinctions among matters of intellectual conventions, logic, fact, and personal preferences. Child Development, 59, 939-949.
13. Nicholls, J. G., & Thorkildsen, T. A. (1989). Intellectual conventions versus matters of substance: Elementary school students as curriculum theorists. American Educational Research Journal, 26, 533-544.
14. Nolen, S. B. (2003). Learning environment, motivation, and achievement in high school science. Journal of Research in Science Teaching, 40, 347-368.
15. Piaget, J. (1951). The child's conception of the world. Savage, MD: Littlefield Adams.
16. Popper, K. R. (1989). Conjectures and refutations: The growth of scientific knowledge. New York: Routledge.
17. Popper, K. R. (1992). Logic of scientific discovery. New York: Routledge.
18. Steinberg, L. (1993). Autonomy, conflict, and harmony in the family relationship. In S. S. Feldman & G. R. Elliott (Eds.), At the threshold: The developing adolescent (pp. 255-276). Cambridge, MA: Harvard University Press.
19. Thelen, E., & Smith, L. B. (1998). Dynamic systems theories. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 1. Theoretical models of human development (5th ed., pp. 563-634). New York: Wiley.
20. Thorkildsen, T. A. (1989). Justice in the classroom: The student's view. Child Development, 60, 323-334.
21. Thorkildsen, T. A. (1991). Defining social goods and distributing them fairly: The development of conceptions of fair testing practices. Child Development, 62, 852-862.
22. Thorkildsen, T. A. (1993). Those who can, tutor: High-ability students' conceptions of fair ways to organize learning. Journal of Educational Psychology, 85, 182-190.
23. Thorkildsen, T. A. (2000a). Children's coordination of procedural and commutative justice in school. In W. van Haaften, T. Wren, & A. Tellings (Eds.), Moral sensibilities and education: Vol. 2, The school-child (pp. 61-88). Bemmel, The Netherlands: Concorde Publishing House.
24. Thorkildsen, T. A. (2000b). The way tests teach: Children's theories of how much testing is fair in school. In M. Leicester, C. Modgil, & S. Modgil (Eds.), Education, culture, and values: Vol. 3. Classroom issues: Practice, pedagogy, and curriculum (pp. 61-79). London: Falmer Press.
25. Thorkildsen, T. A., & Nicholls, J. G. (1998). Fifth graders' achievement orientations and beliefs: Individual and classroom differences. Journal of Educational Psychology, 90, 179-201.
26. Thorkildsen, T. A., Nolen, S. B., & Fournier, J. (1994). What's fair? Children's critiques of practices that influence motivation. Journal of Educational Psychology, 86, 475-486.
27. Thorkildsen, T. A., & White-McNulty, L. (2002). Developing conceptions of fair contest procedures and the differentiation of skill and luck. Journal of Educational Psychology, 94, 316-326.
28. Weiner, B. (1992). Human motivation: Metaphors, theories, and research. Newbury Park, CA: Sage.