The longitudinal associations between personal belief in a just world and teacher justice among advantaged and disadvantaged school students

Kiral Ucar G. , Dalbert C.

International Journal of Psychology, cilt.55, ss.192-200, 2020 (SCI Expanded İndekslerine Giren Dergi) identifier identifier identifier

  • Cilt numarası: 55
  • Basım Tarihi: 2020
  • Doi Numarası: 10.1002/ijop.12564
  • Dergi Adı: International Journal of Psychology
  • Sayfa Sayıları: ss.192-200


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.