justice motive

For psychologists, justice is about the thoughts and feelings people have about the relation between the value of people and their outcomes. Psychological research on justice builds on the observation that people are good at evaluating other people, on one hand, and evaluating their experiences (e.g., winning a lottery, finding love, becoming ill) and resources (e.g., wealth and material possessions) on the other. Psychologists refer to experiences and resources combined as a person’s outcomes.
Jigsaw classrooms have several advantages compared to traditional teaching methods. From a teacher’s perspective, (a) it is easy to implement within the classroom, (b) it can be easily combined with other teaching strategies, (c) there is no time limitation or
A teacher might experience several difficulties when implementing a jigsaw classroom strategy. First, teachers have to ensure that students have ample research resources to complete their project. Second, teachers need to spend more time helping less advanced students so they do not produce inferior work within their respective jigsaw group. Third, when dominant students try to control the group, teachers need to be able to effectively deal with the situation. Fourth, teachers need to encourage bright students to develop the mind-set that helping their team members is an excellent method to prevent boredom.
3. Teachers divide that particular school day’s learning task into several segments, making sure they match the number of students.
4. Teachers assign each student on every team the responsibility for one segment.
510———Justice Motive
depends on both the number of students in that class and the complexity level of the project. Most important, each team should be as diverse as possible, highlighting differences like gender, ethnicity, cultural background, and ability.
requirement when using the strategy, and (d) it increases both retention and achievement of minority students. For students, benefits include that it (a) is an efficacious method of learning; (b) disperses personality conflicts and/or tension in diverse classroom, while creating a more amicable learning environment; (c) encourages students’ listening to their peers; (d) succeeds in fostering friendships while creating mutual respect among students, regardless of their individual differences; (e) promotes students’ learning motivation and engagement in their tasks more actively; (f) builds up less advanced learners’ selfconfidence; (g) promotes team building skills; and (h) improves students’ research ability, such as gathering information, organizing their resources, and so on.
9. Teachers visit each jigsaw team, observing the process and helping team members successfully complete the learning task. In addition, if any team member attempts to dominate or disrupt the team, the teacher should implement an appropriate intervention. However, it is recommended that the team leader handle the entire learning task, instead of involving the teacher. The teacher can train team members how to intervene when faced with difficult members.
7. Teachers request students to return to their jigsaw team.
8. Students present their segment findings to their team, while other teams’ members are encouraged to ask questions for clarification.
10. This step centers on assessment. Teachers should administer a quiz based on the group’s particular learning task, which helps students understand cooperative learning.
பைடு நூலகம்
Justice Motive———511
justice to people as a goal unto itself. Its origins lie in a basic understanding people develop early in life about the kind of world they must be able to assume if they are to get what they deserve. Evidence for people’s need for justice has been derived from research that examines people’s reactions to injustice. There is also reason to believe that sometimes when people are concerned about justice, it is the result of another need or concern they have, and in this case, justice motivation derives from other motives.
Cary Stacy Smith Li-Ching Hung
See also Group Performance and Productivity; Prejudice; Stereotypes and Stereotyping
Further Readings
Aronson, E. (2000). The jigsaw classroom. Retrieved December 10, 2006, from
Aronson, E., & Patnoe, S. (1997). Jigsaw classroom. New York: Longman.
JUSTICE MOTIVE