Based on the premise that classroom interactions unfold through a complex series of circular influences between teacher and students, the aim of this longitudinal study was to test a reciprocal effects model connecting students’ perceptions of interpersonal justice, on the one hand, and student engagement, agency and anger, on the other. Self-report measures of interpersonal justice, student engagement, agency and anger were collected from 454 Year Nine students from Northern Italy in a 3-wave longitudinal research design. Structural equation modelling with latent variables indicated that interpersonal justice in wave 1 had a negative effect on both student agency and anger in wave 2, while interpersonal justice in wave 2 only negatively predicted student anger in wave 3. With respect to the reciprocal effects, student engagement in wave 2 was found to positively predict interpersonal justice in wave 3, while a negative effect close to statistical significance was observed from student agency in wave 2 to interpersonal justice in wave 3. These results are discussed in terms of their implications for teacher practice, as they emphasize that (a) the two main facets of student participation, namely engagement and agency, are differently interconnected with the learning environment, and (b) the perception of being treated fairly is important to the point that its deficiency triggers a persistent feeling of anger in students.

在课堂互动通过一系列复杂的师生循环影响展开的前提下，这项纵向研究的目的是测试一种互惠效应模型，该模型一方面将学生对人际正义的理解与学生的参与联系起来，代理和愤怒，另一方面。通过三波纵向研究设计，从意大利北部的454名9名学生中收集了关于人际公正，学生参与度，代理人和愤怒的自我报告方法。具有潜在变量的结构方程模型表明，第1浪中的人际公正对第2浪中的学生代理和愤怒均具有负面影响，而第2浪中的人际公正仅对第3浪中的学生愤怒具有负面预测。