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, vol.55, pp.192-200, 2020 (Peer-Reviewed Journal) identifier identifier identifier

  • Publication Type: Article / Article
  • Volume: 55
  • Publication Date: 2020
  • Doi Number: 10.1002/ijop.12564
  • Journal Name: International Journal of Psychology
  • Journal Indexes: Science Citation Index Expanded, Social Sciences Citation Index, 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
  • Page Numbers: pp.192-200
  • Keywords: Belief in a just world, Group status, Teacher justice, School students


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.