Sociodemographic characteristics and differences in Machiavellianism and perceived justice among graduate students in the Business field
DOI:
https://doi.org/10.17524/repec.v17i2.3250Keywords:
Classroom justice, Machiavellianism, Sociodemographic Characteristics, Graduate Education, Business educationAbstract
Objective: This study aimed to compare differences in the perception of Academic Justice and Machiavellianism among graduate students in the Business field according to their sociodemographic characteristics.
Method: A survey was conducted, and 334 valid responses were collected from Brazilian graduate students. The Portuguese-translated and validated versions of the Revised Classroom Justice Scale (RCJS) and Machiavellian Personality Scale (MPS) were applied. Data analysis included descriptive statistics, analysis of reliability, and analysis to verify whether data were normally distributed, and later, Kruskal-Wallis of Independent Samples.
Results: Significant differences were found between genders regarding the perception of Academic Justice, indicating that women more frequently perceive lower levels of justice. Analysis of the region where the educational institution is located showed that students from the Northeast, North, and Midwest also perceive lower levels of justice. Regarding Machiavellian traits, younger students tend to present more prominent Machiavellian traits, while Accounting students are more suspicious of others than the remaining students in the Business field.
Contributions: This study adds to the literature on accounting education, indicating that personal and sociodemographic characteristics can be considered in the students’ individual and behavioral analyses. Additionally, it shows potential specificities in policies and actions to be implemented among different students when dealing with injustice in a graduate environment.
References
Alves, R. S., Puppin, L., Nascimento, E. M., & Da Cunha, J. V. A. (2019). Maquiavelismo e sua relação com atividades contraproducentes nos estudantes de Ciências Contábeis. Revista de Educação e Pesquisa em Contabilidade (REPeC), 13(1).
Berti, C., Molinari, L., & Speltini, G. (2010). Classroom justice and psychological engagement: Students’ and teachers’ representations. Social Psychology Of Education, 13(4), 541-556.
Bies, R. J., & Moag, J. S. (1986). Interactional justice: Communication criteria of fairness. In R. J. Lewicki, B. H. Sheppard, & M. H. Bazerman (Eds.), Research on negotiation in organizations (Vol. 1, pp. 43–55). Greenwich, CT: JAI Press.
Caglar, C. (2013). The Relationship between the Perceptions of the Fairness of the Learning Environment and the Level of Alienation. Eurasian Journal of Educational Research, 50, 185-206.
Christie, R., & Geis, F. L. (1970). Studies in machiavellianism. New York: Academic Press. Academic Press.
Chory‐Assad, R. M. (2002). Classroom justice: Perceptions of fairness as a predictor of student motivation, learning, and aggression. Communication Quarterly, 50(1), 58-77.
Chory‐Assad, R. M., & Paulsel, M. L. (2004a). Classroom justice: Student aggression and resistance as reactions to perceived unfairness. Communication Education, 53(3), 253-273.
Cooper, D. R., & Schindler, P. S. (2016). Métodos de Pesquisa em Administração-12ª edição. McGraw Hill Brasil.
Collison K. L., South S., Vize C. E., Joshua D. Miller & Donald R. Lynam (2021) Exploring Gender Differences in Machiavellianism Using a Measurement Invariance Approach, Journal of Personality Assessment, 103:2, 258-266, DOI: 10.1080/00223891.2020.1729773
Cropanzano, R., & Greenberg, J. (1997). Progress in organizational justice: Tunneling through the maze. International review of industrial and organizational psychology, 12, 317-372.
Dahling, J. J., Whitaker, B. G., & Levy, P. E. (2009). The development and validation of a new Machiavellianism scale. Journal of management, 35(2), 219-257.
Darnell J.A., Darnell, J.M. (2019) The Importance of Considering Socio-Demographic Factors in University Postgraduate Policies. Journal of Higher Education Policy and Management.
D’Souza, M. F. (2016). Manobras financeiras e o dark triad: o despertar do lado sombrio na gestão (Tese de Doutorado). São Paulo: Universidade de São Paulo.
D´Souza, M. F., & Jones, D. N. (2017). Taxonomia da rede científica do Dark Triad: revelações no meio empresarial e contábil. Revista de Educação e Pesquisa em Contabilidade, 11(3), p. 296-313.
D'Souza, M. F., & de Lima, G. A. S. F. (2018). Escolha de carreira: o Dark Triad revela interesses de estudantes de Contabilidade. Revista de Contabilidade e Organizações, 12.
D'Souza, M. F. & Lima, G. A. S. F. (2019). Um olhar sobre os traços do Dark Triad e os valores culturais dos estudantes de contabilidade. Advances in Scientific & Applied Accounting, 12(1).
Deutsch, M. (1975). Equity, equality, and need: What determines which value will be used as the basis of distributive justice? Journal of Social issues, 31(3), 137-149.
Fávero, L. P., & Belfiore, P. (2017). Manual de análise de dados: estatística e modelagem multivariada com Excel®, SPSS® e Stata®. Elsevier Brasil.
Furnham, A., Richards, S. C., & Paulhus, D. L. (2013). The Dark Triad of personality: A 10 year review. Social and personality psychology compass, 7(3), 199-216.
Greenberg, J. (2001). Setting the justice agenda: Seven unanswered questions about “what, why, and how”. Journal of Vocational Behavior, 58(2), 210-219.
Grohmann, M. Z., & Battistella, L. F. (2012). A Escala de Personalidade Maquiavélica (MPS): Tradução e validação no contexto brasileiro. Psicologia Argumento, 30(70).
Homans, G. C. (1961). The humanities and the social sciences. American Behavioral Scientist, 4(8), 3-6.
Jones, D. N., & Paulhus, D. L. (2009). Machiavellianism. In M. R. Leary & R. H. Hoyle (Eds.), Handbook of individual differences in social behavior (pp. 93–108). The Guilford Press.
Jones, D. N., & Paulhus, D. L. (2011). Differentiating the dark triad within the interpersonal circumplex. In L. M. Horowitz, & S. Strack. Handbook of interpersonal psychology (pp. 249-269). New York: Wiley & Sons.
Jones, D. N., & Paulhus, D. L. (2014). Introducing the Short Dark Triad (SD3): A Brief Measure of Dark Personality Traits. Assessment, 21(1), 28–41.
Leventhal, G. S. (1976). The distribution of rewards and resources in groups and organizations. In L. Berkowitz E. Walster (Eds.), Advances in experimental social psychology (Vol. 9). NewYork: Academic Press.
Lucas, J. V. (2022). Maquiavelismo e percepção de justiça acadêmica em alunos de pós-graduação stricto sensu da área de negócios. Dissertação de mestrado apresentada à Universidade Federal do Paraná.
Major, B., & Deaux, K. (1982). Individual differences in justice behavior. In Equity and justice in social behavior (pp. 43-76). Academic Press.
Rasooli, A., Zandi, H., & DeLuca, C. (2019). Conceptualising fairness in classroom assessment: exploring the value of organisational justice theory. Assessment in Education: Principles, Policy & Practice, 26(5), 584-611.
Resh, N., & Sabbagh, C. (2016). Justice and education. In C. Sabbagh & M. Schmitt (Eds.), Handbook of social justice theory and research (pp. 349–368). Berlin: Springer.
Sampieri, R. H., Collado, C. F., & Lucio, M. del P. B. (2013). Metodologia de pesquisa (5o).Porto Alegre: Penso.
Sanches, A. C. P. (2016). Experiências de (in) justiça com os professores e comportamentos de desvio na adolescência. Tese de Programa Operacional Ciência e Inovação - Fundação para a Ciência e Tecnologia.
Santos, D., Avelino, B. C., da Cunha, J. V. A., & Colauto, R. D. (2020). Justiça e desonestidade acadêmica: um estudo com estudantes do curso de ciências contábeis. Revista Contemporânea de Contabilidade, 17(44), 71-86.
Shi, J., Lin, H., Wang, L., & Wang, M. (2009). Linking the big five personality constructs to organizational justice. Social Behavior and Personality: an international journal, 37(2), 209-222.
Simil, A. S. (2016). A confiança como fator de influência da percepção de justiça no ambiente de aprendizagem. Dissertação. Centro de Pós-Graduação e Pesquisas em Contabilidade e Controladoria. Universidade Federal de Minas Gerais, Brasil.
Törnroos, M., Elovainio, M., Hintsa, T., Hintsanen, M., Pulkki‐Råback, L., Jokela, M., & Keltikangas‐Järvinen, L. (2019). Personality traits and perceptions of organisational justice. International journal of psychology, 54(3), 414-422.
Tyler, T. R., Boeckmann, R. J., Smith, H. & Huo, A.Y. J. (1997). Social justice in a diverse society. Colorado: Westview Press.
Wang, Q., Hackett, R. D., Zhang, Y., & Cui, X. (2019). Personal characteristics and applicants’ perceptions of procedural fairness in a selection context: The mediating role of procedural fairness expectations. Management Decision.
Wubbels, T., & Brekelmans, M. (2005). Two decades of research on teacher–student relationships in class. International journal of educational research, 43(1-2), 6-24.
Yılmaz, S. A. (2015). A new momentum: Gender justice in the women’s movement. Turkish Policy Quarterly, 13(4), 107-115.
Zettler, I., & Solga, M. (2013). Not enough of a ‘dark’trait? Linking Machiavellianism to job performance. European Journal of Personality, 27(6), 545-554.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Journal of Education and Research in Accounting (REPeC)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution 3.0 Unported License, which allows the sharing of the work and recognition of authorship and its initial publication in this journal. This license allows others to distribute, remix, adapt, or create derivative works, even for commercial purposes, provided credit is given for the original creation.
b)There is no financial compensation to the authors in any capacity, for articles published in RePEc.c) The articles published in RePEc are the sole responsibility of the authors.
