以学生学术竞赛为例,探讨建设性程序正义的典范

IF 6 2区 管理学 Q1 BUSINESS
Ariel Mitev , László Koloszár , Ágnes Wimmer
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引用次数: 0

摘要

评估在人才发展中是至关重要的,因为它可以显著地决定感知有效性和经验。利用程序正义的逻辑并对其进行扩展,我们建立了一个由三个相互依存的阶段(书面反馈的建设性、决策的公平性和心理收益)组成的建设性程序正义模型。本研究使用建构性程序正义模型分析匈牙利一系列国家级学生学术会议和竞赛的评估过程。关于书面评价,我们的研究结果强调,建设性的文本反馈比取得的分数更具决定性。如果文本评估是详细的,彻底的,支持性的,提出了改进的领域,并包含前瞻性的方法,那么参与者认为较低的分数是公平的。此外,无论比赛成绩如何,为声音和陪审团中立提供支持对于确保学生带着真正积极的体验离开并以新的活力继续工作至关重要。获得的结果适用于通过书面反馈评估的其他活动,包括论文,学位论文或出版物。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A model of constructive procedural justice through the example of a student academic competition
Evaluation is critical in talent development because it can significantly determine perceived effectiveness and experiences. Utilizing the logic of procedural justice and extending the theory, we have created a model of constructive procedural justice consisting of three interdependent stages (constructiveness of written feedback, fairness of decision-making, and psychological gains). This study analyzes the evaluation process of a series of national-level student academic conferences and competitions in Hungary using this constructive procedural justice model. Concerning written evaluations, our results highlight that constructive textual feedback is more decisive than the score achieved. Participants perceive a lower score as fair if the textual assessment is detailed, thorough, supportive, suggests areas for improvement, and contains a forward-looking approach. In addition, providing support for voice and jury neutrality is essential to ensuring that students leave with a truly positive experience and continue working with renewed vigor, regardless of the competition scores achieved. The results obtained apply to other activities evaluated by written feedback, including theses, dissertations, or publications.
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来源期刊
CiteScore
10.30
自引率
25.00%
发文量
136
审稿时长
64 days
期刊介绍: The International Journal of Management Education provides a forum for scholarly reporting and discussion of developments in all aspects of teaching and learning in business and management. The Journal seeks reflective papers which bring together pedagogy and theories of management learning; descriptions of innovative teaching which include critical reflection on implementation and outcomes will also be considered.
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