Students' Perceptions of Classroom Fairness: Examining the Psychometric Evidence for Two Surveys

• In Event: Quantitative Research in School and College Learning Environments

Abstract

In the last five decades, quantitative survey research on classroom fairness has exponentially grown. As Chory et al.’s (2007, 2004a) and Dalbert et al.’s (2002) surveys have frequently been used to measure classroom fairness, this study analyzed the psychometric evidence of these surveys to further develop theory and practice of classroom fairness. The two surveys were administered to 324 students at a university in Iran and the data were analyzed using confirmatory factor analyses. The results showed that Dalbert et al.’s survey reached a two-factor model fit while Chory et al.’s survey was fit with three-factor model. The results call for more attention into the conceptual and empirical dimensionality of classroom fairness to better capture cross-cultural nuances and enable replication.

Authors

• Amir Rasooli, University of Alberta

• Behboud Yarigholi

• Amin Mousavi, University of Saskatchewan