Investigate the relationship between perceived educational equity of students with their academic performance

Educational justice is a term used to describe the role of justice, which is directly related to classroom interactions. The present study aimed to investigate the relationship between perceived educational justice and academic performance of students. After reviewing the background and theoretical foundations, the issue revealed that organizational justice has three dimensions (distributive justice, procedural justice and intercourse justice). The three types of justice were used to investigate educational justice. The research type was applied in terms of purpose and descriptive-survey method. A questionnaire was designed for collecting information. The Cronbach's alpha (0.82) was obtained. The statistical population of the study consisted of students of educational sciences of Mazandaran University with 110 students. According to Morgan table, 85 subjects were selected as sample. For data analysis, regression analysis was used. The results of the study showed that distribution justice with a mean of 4.14, procedural justice with a mean of 3.66 and interactional justice mean of 3.85 predict the students' educational performance.Also, the results showed that there was a significant and positive relationship between educational justice and its dimensions with academic performance of students