Author(s)

XiaoBo Yu¹, LiFei He², XiaoDong Yu^3*, SuQing Wu¹, YingZhen Sun¹, HanYu Liu¹

Affiliation(s)

¹School of Education, Anyang Normal University, Anyang 455000, Henan, China.

²Politics Teaching and Research Office, Nanpu Central School of Changyuan, Xinxiang 453400, Henan, China.

³School of Public Finance & Taxation, Guangdong University of Finance & Economics, Guangzhou 510320, Guangdong, China.

Corresponding Author

XiaoDong Yu

ABSTRACT

As a core subjective indicator for measuring the quality of compulsory education, educational sense of gain embodies students' value-based experiences of educational fairness and developmental expectations. Grounded in the educational ecology of central China, this study constructs an analytical framework of "psychological-institutional dual-dimensional fairness." Through empirical research involving 952 students from 10 junior high schools, the findings reveal that psychological fairness (distributive, procedural, and interactional fairness) and institutional fairness (resource allocation fairness, institutional guarantee fairness, and policy implementation fairness) jointly constitute a dual-driven system for educational sense of gain. Among these, psychological fairness exhibits a significantly stronger direct effect (β=0.42) than institutional fairness (β=0.35), with their interaction (β=0.18) forming a synergistic mechanism. The study delineates the transformative pathway from institutional structural fairness to individual psychological fairness, providing a dual-dimensional practical framework of "institutional supply-side reform—psychological experience optimization" for advancing high-quality and balanced compulsory education in the new era.

KEYWORDS

Psychological fairness; Institutional fairness; Educational sense of gain; Junior high school students

CITE THIS PAPER

XiaoBo Yu, LiFei He, XiaoDong Yu, SuQing Wu, YingZhen Sun, HanYu Liu. The generative logic of junior high school students' educational sense of gain from the perspective of "psychological-institutional dual-dimensional fairness". Journal of Language, Culture and Education Studies. 2025, 2(1): 39-44. DOI: https://doi.org/10.61784/jlces3015.

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