Predicting Students' Perceptions of Classroom Fairness: The Role of Agreeableness and Neuroticism Personality Traits

• In Event: AERA Virtual Poster Session 5
  In Poster Session: Examining Motivation and Cognition in Context

Abstract

Recent research in classroom fairness has aimed to examine the influence of antecedent variables on students’ perceptions of fairness. To contribute to this research, this study examined the predictive role of personality traits (i.e., agreeableness and neuroticism) on students’ perceptions of fairness. 332 university students in Iran completed three surveys: (a) NEO-FFI’s subscales of agreeableness and neuroticism; (b) Chory et al.’s classroom fairness survey; (c) Dalbert et al.’s classroom fairness survey. The latter two surveys were used to cross-validate the predictions. Notably, results showed that neuroticism negatively predicted procedural justice in Chory et al.’s survey (β = -0.207, p < 0.001) and positively predicted unfair treatment in Dalbert et al.’s survey (β = 0.218, p < 0.001).

Authors

• Amir Rasooli, University of Alberta

• Amin Mousavi, University of Saskatchewan

• Behboud Yarigholi