Previous studies examining attitudes towards performance heterogeneity have focused on attitudes among teachers. However, positive attitudes towards the school environment are also assumed to be conducive for students. The aim of this paper is to examine students’ attitudes towards performance heterogeneity with a sample of 784 5^th-grade students. Based on the three-component theory of attitudes (Eagly & Chaiken, 1993), we investigated whether students’ attitudes towards performance heterogeneity are positive or negative. Furthermore, we analyzed contextual relations, focusing on whether students’ attitudes are linked to performance heterogeneity in the classroom and to a teachers’ behavior to manage performance heterogeneity. Descriptive statistics show that students’ attitudes towards performance heterogeneity are rather positive. Multi-level structural equation models reveal that contextual rather than individual characteristics relate to students’ attitudes towards performance heterogeneity. Accordingly, students in heterogeneous classes show a more positive attitude towards performance heterogeneity than students in less heterogeneous classes. In addition, a teachers’ capability of professionally managing heterogeneity is positively associated with students’ attitudes towards performance heterogeneity. Accordingly, students’ show more positive attitudes if teachers implement rules, effectively manage disruptions, orient themselves towards temporal reference norms, cultivate a positive error culture, and differentiate instruction in the classroom. We will discuss our results and consider implications for psychological aspects of education and learning.

先前研究对绩效异质性态度的研究都集中在教师之间的态度上。但是，对学校环境的积极态度也被认为有利于学生。本文的目的是检查有784 5试样学生对性能的异质性的态度^第年级的学生。基于态度的三要素理论（Eagly＆Chaiken，1993），我们调查了学生对绩效异质性的态度是积极的还是消极的。此外，我们分析了语境关系，重点是学生的态度是否与教室中的绩效异质性以及教师管理绩效异质性的行为有关。描述性统计表明，学生对绩效异质性的态度是相当积极的。多层次的结构方程模型表明，情境而非个人特征与学生对表现异质性的态度有关。因此，异类班级的学生比异类班级的学生对成绩异质性表现出更积极的态度。此外，教师专业管理异质性的能力与学生对绩效异质性的态度正相关。因此，如果教师执行规则，有效地管理干扰，使自己适应时间参照标准，培养积极的错误文化并区分课堂教学，则学生将表现出更加积极的态度。我们将讨论我们的结果，并考虑对教育和学习的心理方面的影响。并在课堂上区分教学内容。我们将讨论我们的结果，并考虑对教育和学习的心理方面的影响。并在课堂上区分教学内容。我们将讨论我们的结果，并考虑对教育和学习的心理方面的影响。