ABSTRACT
The aim of the study is to identify the relationship between students’ perception of academic justice and their performance, mediated by motivation, in Graduate Degree Programs in accounting. After obtaining 110 responses, it was identified the presence of perceptions of procedural and interactional injustice, bringing up the discussion about the importance of determining clear criteria and processesfor the attribution of grades or concepts to students. In addition, it was identified that motivation is a mediator only of the relationship between distributive justice and performance, indicating that the attribution of grades can affect the motivation and, consequently, the performance of students.
Keywords: Classroom justice. Accounting education. Graduatedegree programs in accounting.