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. • Creating the three-step model of constructive procedural justice. • Analyzing the perceived fairness of assessment in a student research competition. • Examining perceived constructiveness of written feedback and fairness of judgment. • Investigating the effects on psychological gains that students can obtain. • Emphasising that fair and supportive feedback has a greater impact than points.