Fair Process Effect in the Classroom: Eliminating the Grades and Student-Evaluations Correlation

2014 ◽  
Vol 2014 (1) ◽  
pp. 16542 ◽  
Author(s):  
Thomas M. Tripp ◽  
Lixin Jiang ◽  
Maja Graso ◽  
Kristine J Olson
1997 ◽  
Vol 72 (5) ◽  
pp. 1034-1046 ◽  
Author(s):  
Kees van den Bos ◽  
E. Allan Lind ◽  
Riël Vermunt ◽  
Henk A. M. Wilke

2018 ◽  
Vol 41 (3) ◽  
pp. 173-184
Author(s):  
Thomas M. Tripp ◽  
Lixin Jiang ◽  
Kristine Olson ◽  
Maja Graso

Research findings tend to confirm anecdotal observations that instructors’ teaching evaluations are influenced by students’ grades, making some instructors feel pressured to reduce the academic rigor of their course in an attempt to get higher evaluations. To reduce this pressure, the current study tested whether distributive justice may explain the relationship between grades and student evaluation of teaching (SET) and how the fair process effect may moderate the relationship between distributive justice perceptions regarding grades and SET. Relying on the extant literature of procedural justice, we hypothesized that when students perceive no fair process that determines their grades, then: (a) the relationship between distributive justice perceptions and SET will be stronger and (b) the indirect effect of grades on SET via distributive justice perceptions will be stronger. Conversely, under conditions of strong fair process perceptions, these relationships will be attenuated. Using a survey of undergraduates’ perceptions of course fairness, we found support for our proposed hypotheses. We discuss the implications of our findings for higher education faculty.


1999 ◽  
Vol 77 (2) ◽  
pp. 324-336 ◽  
Author(s):  
Kees van den Bos ◽  
Jan Bruins ◽  
Henk A. M. Wilke ◽  
Elske Dronkert

2020 ◽  
pp. 136843022097548
Author(s):  
Kim Dierckx ◽  
Emanuele Politi ◽  
Barbara Valcke ◽  
Jasper van Assche ◽  
Alain Van Hiel

A growing body of research has shown that naturalized citizens’ attitudes towards immigration worsen following citizenship acquisition. Accordingly, these socially mobile individuals tend to distance themselves from their former immigrant ingroup. The present contribution explains such self–group distancing coping strategy in terms of an “ironic” procedural fairness effect. Study 1 ( N = 566), a survey conducted among naturalized Swiss citizens, showed that fairness perceptions with respect to the naturalization process were indeed associated with stronger anti-immigration attitudes, and that this relationship was mediated by identification with the host nation. Next, two experiments were conducted to demonstrate the causality of the hypothesized mediation model. In Study 2 (Experiment 1; N = 248), fairness of the admission procedure (accurate vs. inaccurate) increased identification with a desirable group. In Study 3 (Experiment 2; N = 141), administration of a national identity prime evoked stronger anti-immigration attitudes. Taken together, our findings highlight a somewhat “dark side” of procedural fairness.


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