Research graph
References from “It is unfair!”: Exploring EFL students' perceived forms of AI-related assessment unfairness in coursework from a self-determination theory lens. Local targets link to admitted publications; unresolved targets remain external evidence.
Introducing the Basic Psychological Needs Frustration in Second Language Scale (BPNF-L2): Examining its factor structure and effect on L2 motivation and achievement
10.1016/j.actpsy.2023.104021 · 2023 · External reference
Teachers’ experiences of unfair grading
10.1080/10627197.2015.1028620 · 2015 · External reference
Reconsidering AI-detection in EFL writing: A response to De Wilde
10.1093/elt/ccaf071 · 2026 · External reference
Interactional justice: Communication criteria of fairness
1986 · External reference
One size fits all? What counts as quality practice in (reflexive) thematic analysis?
10.1080/14780887.2020.1769238 · 2021 · External reference
Fairness perceptions in educational assessment: The role of positive and negative affect
10.1080/03055698.2020.1753176 · 2022 · External reference
A grade for artificial intelligence: A study on school teachers’ ability to identify assignments written by generative artificial intelligence
10.1089/cyber.2024.0524 · 2025 · External reference
What should we be assessing exactly? Higher education staff narratives on Gen AI integration of assessment in a postplagiarism era
10.1080/02602938.2025.2587246 · 2026 · External reference
Do teachers spot AI? Evaluating the detectability of AI-generated texts among student essays
2024 · External reference
School experience, relational justice and legitimation of institutional
10.1007/bf03173251 · 2003 · External reference
A case study of a formative assessment practice and the effects on students’ self-regulated learning
10.1016/j.stueduc.2020.100955 · 2021 · External reference
Are teachers assessing work written by students or by AI? A rapid literature review of research on detecting content generated by generative AI
10.1111/ejed.70240 · 2025 · External reference
AI-generated content and academic norms: Perspectives and reflections of college students
10.1080/10494820.2025.2511252 · 2026 · External reference
What fair procedures say about me: Self-construals and reactions to procedural fairness
10.1016/j.obhdp.2007.09.001 · 2008 · External reference
Formative assessment and intrinsic motivation: The mediating role of perceived competence
10.1007/s11618-018-0833-z · 2018 · External reference
Testing leader–member exchange theory as a lens to understand students’ classroom justice perceptions and antisocial communication
10.1080/01463373.2013.799511 · 2013 · External reference
Trust and reliance on AI—An experimental study on the extent and costs of overreliance on AI
10.1016/j.chb.2024.108352 · 2024 · External reference
What should be done with equity theory? New approaches to the study of justice in social relationships
1980 · External reference
A systematic review of language educators' practices and development with GenAI
2026 · External reference
Marzano’s taxonomy-guided AI-generated answer detection and analysis of student achievement in interactive classrooms
2026 · External reference
Sample size in qualitative interview studies: Guided by information power
10.1177/1049732315617444 · 2016 · External reference
Integrating justice and social exchange: The differing effects of fair procedures and treatment on work relationships
10.2307/1556364 · 2000 · External reference
Generative AI tools and empowerment in L2 academic writing
10.1016/j.system.2025.103779 · 2025 · External reference
Exploring the impact of student perceptions of Assessment for Learning on intrinsic motivation
10.1016/j.stueduc.2024.101420 · 2024 · External reference
Unresolved reference
2015 · External reference
It’s (un)fair! Undergraduate student self-construals, self-esteem, and perceptions of summative assessment fairness
10.1080/03075079.2026.2637821 · 2026 · External reference
Classroom assessment fairness inventory: A new instrument to support perceived fairness in classroom assessment
2023 · External reference
Preservice teachers’ assessment decisions: Exploring the role of fairness conceptions
10.1002/berj.4181 · 2025 · External reference
Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond
10.1016/j.stueduc.2017.12.008 · 2018 · External reference
Justice, belonging and trust among Israeli middle school students
10.1002/berj.3129 · 2014 · External reference
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
10.1037/0003-066x.55.1.68 · 2000 · External reference
Trusting AI to detect AI? A systematic evaluation of the reliability and robustness of current AIGC detection tools for student academic work
10.1016/j.compedu.2026.105616 · 2026 · External reference
A theoretical analysis of equity and its relationship to student evaluation
10.1080/10417947509372275 · 1975 · External reference
Fairness in educational assessment
2016 · External reference
Academic entitlement, grade orientation, and classroom justice as predictors of instructional beliefs and learning outcomes
10.1080/01463373.2014.949386 · 2014 · External reference
Can you spot the bot? Identifying AI-generated writing in college essays
10.1007/s40979-024-00158-3 · 2024 · External reference
Emotional and motivational effects of automated and personalized formative feedback: The role of reference frames
10.1111/jcal.13024 · 2024 · External reference
Chatbot or cheatbot? Moral judgments of AI usage in academic writing
10.1007/s10639-026-13947-9 · 2026 · External reference
The effects of over-reliance on AI dialogue systems on students’ cognitive abilities: A systematic review
10.1186/s40561-024-00316-7 · 2024 · External reference
AI-generated essays: Characteristics and implications on automated scoring and academic integrity
2026 · External reference
