The Impact Of Classroom Equity On Learning Input: A Chain Mediation Model

Learning engagement is a kind of persistent,positive and fulfilling psychological state related to learning.It is an important predictor of academic performance.After the rise of positive psychology,it has attracted more and more attention from educational researchers.Classroom justice refers to perceptions of fairness regarding outcomes or processes that occur in the instructional context,which is an important factor affecting students' attitudes and behaviors.At present,the domestic research on classroom justice is mainly from the perspective of pedagogy.There is no suitable tool for measuring classroom justice of Chinese middle school students.The present study compiled a classroom justice scale for middle school students.184 middle school students in Zhejiang province was recruited to do the open survey.The items were collected by the open survey.The project analysis and exploratory factor analysis of the forecast questionnaire had retained 22 questions,including classroom distribution justice,classroom procedural justice and classroom interactional justice.Confirmatory factor analyses showed the scale was composed of 3 factors,supporting the structural validity of the scale.The Cronbach's alpha coefficients of total scale and sub-scales were ranged from.87 to.95.The correlation coefficient between the various dimensions of classroom justice and the total score of the scale was between.86 and.93,and the correlation coefficient was significant.On the basis of the compilation of classroom justice scale for middle school students,we explored the relationship between classroom justice,teacher-student exchange relationship,academic self-efficacy and learning engagement.The results were:(1)Classroom justice was a three-factor structure consisting of classroom distribution justice,classroom procedural justice and classroom interactional justice.The scale had good reliability and validity,which was shown to be empirically useful in further research;(2)There was no significant difference in gender between classroom fairness,teacher-student exchange relationship and learning engagement.There was a significant difference in gender in learning self-efficacy.Boys' learning self-efficacy was significantly higher than that of girls.There was a significant grade difference in classroom justice,teacher-student exchange relationship,academic self-efficacy and learning engagement.There was a significant academic performance difference in classroom justice,teacher-student exchange relationship,academic self-efficacy and learning engagement.Students with lower academic grades had the lower level of classroom justice,teacher-student exchange relationship,academic self-efficacy and learning engagement;(3)The relationships between each pair of classroom justice,teacher-student exchange relationship,academic self-efficacy and learning engagement were all significantly positive;(4)Teacher-student exchange relationship mediated the effect of classroom justice on learning engagement;(5)Teacher-student exchange relationship and academic self-efficacy had a chain mediating effects between classroom justice and learning engagement.