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) identifier identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 55
  • Basım Tarihi: 2020
  • Doi Numarası: 10.1002/ijop.12564
  • Dergi Adı: International Journal of Psychology
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, Business Source Elite, Business Source Premier, Child Development & Adolescent Studies, Educational research abstracts (ERA), EMBASE, Linguistics & Language Behavior Abstracts, MEDLINE, MLA - Modern Language Association Database, Psycinfo, Public Affairs Index, Sociological abstracts, SportDiscus
  • Sayfa Sayıları: ss.192-200
  • Anahtar Kelimeler: Belief in a just world, Group status, Teacher justice, School students
  • Çanakkale Onsekiz Mart Üniversitesi Adresli: Evet

Özet

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.