Junior high school students report significantly higher acceptance of teacher-made grading decisions than AI-generated decisions¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Students exhibited significantly higher decision acceptance in the teacher condition than in the AI condition. → Zhang Zhen; Fan Siyu; Qi Chunhui 2026

Evidence¶

Zhang Zhen; Fan Siyu; Qi Chunhui 2026¶

Zhang Zhen; Fan Siyu; Qi Chunhui. (2026). Teacher or Artificial Intelligence? The Effect of Decision-Making Agent on Junior High School Students’ Decision Acceptance: A Moderated Mediation Model. Behavioral Sciences. https://doi.org/10.3390/bs16071227

q3 · i3 · causal · r2

In the 2×2 between-subjects vignette experiment (N = 250 seventh-graders), a 2×2 factorial ANOVA with decision acceptance as the dependent variable showed a significant main effect of decision-making agent, F(1,246) = 40.61, partial η2 = 0.14, with "significantly higher decision acceptance in the teacher condition" than the AI condition.

"Participants exhibited significantly higher decision acceptance in the teacher condition (M = 4.48, SD = 1.50) compared with the AI condition (M = 3.47, SD = 1.16), p < 0.001."

Discussion¶

Related Claims¶

• Perceived fairness partially mediates the effect of decision-making agent on decision acceptance, accounting for 67.52% of the total effect — related
• Explanatory feedback alone raises both perceived fairness and decision acceptance, and the indirect effect of agent on acceptance is significant only when explanations are provided — related
• Providing explanations widens the human–AI gap in perceived fairness, with a larger fairness improvement in the teacher condition — related
• Explanatory feedback positively moderates only the path from decision-making agent to perceived fairness, not the direct path to decision acceptance — related