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- Title
The longitudinal associations between personal belief in a just world and teacher justice among advantaged and disadvantaged school students.
- Authors
Kiral Ucar, Gözde; Dalbert, Claudia
- Abstract
The Just World Hypothesis states that people need to believe in a just world in which they get what they deserve and deserve what they get. This study examines the longitudinal associations between personal belief in a just world (BJW), the belief that events in one's own life are just and teacher justice in different status groups. It is posited that the more individuals believe in a personal just world, the more they feel they are treated justly by others, and this should be particularly true for students with a low‐status background. Longitudinal questionnaire data were obtained from students with German and Turkish/Muslim backgrounds over a period of 3–4 months. The pattern of results revealed that personal BJW was important for the Turkish/Muslim students in evaluating teachers as more just over a given period of time, but not for the German students. That is, the buffering effect of personal BJW was crucial for the disadvantaged students.
- Subjects
DISADVANTAGED schools; MUSLIM students; TEACHERS; JUDGES; BELIEF &; doubt
- Publication
International Journal of Psychology, 2020, Vol 55, Issue 2, p192
- ISSN
0020-7594
- Publication type
Article
- DOI
10.1002/ijop.12564