Student perception of professors' and colleagues' justice affects the attitudes and behaviors of students. This study examines the extent to which demographic characteristics, academic success, perceived fairness of professors and colleagues and academic satisfaction predicts the three dimensions of academic optimism. The study included a sample of 1513 students of the Faculty of Humanities and Social Sciences in Rijeka and Osijek. Participants answered according to the principle of paper-pencil on the Likert type scale, by assessing which claim and with which intensity applies to them. Significant predictors for dimension trust in teachers were academic success, procedural, distibutive and interactional justice of professors, and academic satisfaction. For second criterion, academic press, all predictors were significant except age. In the last reggression criterion was identification with the faculty whose predictors were gender, all dimensions of professors' and colleagues' justice and academic satisfaction. Results of hierarchical regression analyzes show that these predictors best explain the identification with the faculty, then trust in teachers, and the least dimension of perception of academic pressure/incentives. This research gives basis for analysing justice and academic outcomes in academic context.