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This study examined the mediating role of procedural justice in the relationship between participation and satisfaction. The study design used 3 possible goal-setting methods-assigned, self-set, and participative. A total of 235 undergraduate students participated in 3 trials of a class scheduling task. Structural equation modeling of the predicted model showed that perceived participation affected satisfaction through effects on the perceived fairness of participation in decision-making procedures. Tests of an alternative model further supported the hypothesized relationship. The results suggested that perceived justice may be responsible, at least in part, for participation effects on satisfaction and may provide an explanation for inconsistencies in prior participation studies.
Roberson et al. (Sun,) studied this question.