This study aimed to examine the importance of justice in students’ performance evaluation which might foster students’ commitment to lecturers, and as a consequence students would perform well. The re-search was conducted on students from departments of Sebelas Maret University who had undertaken com-petency-based learning; and used stratified sampling. Regression analysis was used to test the hypotheses. The results showed that students’ commitment to lecturers did not significantly influence students’ perfor-mance. Distributive and procedural justice in controlled commitment did not significantly influence students’ performance. On the other hand, procedural and distributive justice significantly influenced students’ com-mitment to lecturers.