Fairness of Exams: Learning Motivation and Students' Assessment of Teachers' Actions



The paper provides some data illuminating the character of the relationship between learning motivation in students and their assessment of fairness of educa3 tional interaction. The research involved 895 first- and fourth-year students of four Moscow universities (54 % females Mage=19 SDage=1.64); the techniques used in the research were aimed at assessing the fairness of a difficult exam and evaluating the students' learning motivation. The outcomes indicate that the higher the fairness, the lesser the amotivation, and the greater the inner motivation of learning in students. The most important role is thus attributed to the procedural components of the fair-ness; however, the importance of other components varies with the year of study and with the university, which proves that one's understanding of the organizational fair-ness depends on the social context.

General Information

Keywords: autonomous motivation, procedural fairness, interpersonal fairness, informational fairness, distributive fairness, learning motivation.

Journal rubric: Applied Research and Practice

Article type: scientific article

For citation: Gulevich O.A. Fairness of Exams: Learning Motivation and Students' Assessment of Teachers' Actions. Sotsial'naya psikhologiya i obshchestvo = Social Psychology and Society, 2013. Vol. 4, no. 3, pp. 130–142. (In Russ., аbstr. in Engl.)


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Information About the Authors

Olga A. Gulevich, Doctor of Psychology, Laboratory Head, Politics & Psychology Research Laboratory, National Research University Higher School of Economics, Moscow, Russia, ORCID: https://orcid.org/0000-0003-3806-5064, e-mail: goulevitch@mail.ru



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