NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1249411
Record Type: Journal
Publication Date: 2020
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0144-3410
Investigating the Relation of Perceived Teacher Unfairness to Science Achievement by Hierarchical Linear Modeling in 52 Countries and Economies
Chen, Fu; Cui, Ying
Educational Psychology, v40 n3 p273-295 2020
This study used the data from the 2015 OECD Programme for International Student Assessment (PISA) to examine the relationship between perceived teacher unfairness and science achievement with a three-level hierarchical linear model (HLM) as the analytic approach. Data of 188,104 students from 4895 schools in 52 countries and economies were used for analysis. After accounting for student gender, student-, school-, and country-level economic, social, and cultural status, and students' non-cognitive outcomes, the results of HLM analysis showed that perceived teacher unfairness negatively predicted science achievement with a modest effect size. The possible explanations of the results and the practical implication of the findings were discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A