青少年早期学业成就的同伴团体社会化:感知学校氛围的调节作用

通过对1275名初一青少年开展为期半年的追踪调查,考察了同伴团体对青少年早期个体学业成就的影响,及感知学校氛围对这种影响的调节作用。结果表明:(1)在控制学校虚拟变量、年龄、性别、同伴团体规模及个体前期学业成就之后,所在班级前期的平均学业成就能显著预测个体后期学业成就;(2)同伴团体的学业成就能正向预测个体后期的学业成就变化,但班级相对于同伴团体的情境效应不显著。(3)在个体和同伴团体水平,感知学校氛围各维度不能显著预测个体后期学业成就,但同伴团体平均学业成就与该团体整体感知到的教师支持的交互项可以正向预测个体学业成就间隔半年后的变化。     

公正世界信念对大学生学习成绩的影响:时间管理的解释

为探讨公正世界信念对大学生学习成绩的影响,并说明时间管理因素在二者关系中的作用机制,研究1以205名大学生为被试,采用问卷法探讨了公正世界信念通过时间管理对大学生实际学习成绩起作用的机制。结果表明,时间管理倾向在公正世界信念和学习成绩的关系中起部分中介作用。研究2随机选取120名大学生为被试,采用启动实验范式考察了公正世界信念对时间规划的影响。结果表明,当启动不公正信念时,个体计划学习投入时间显著减少,同时伴随娱乐等其他时间增加。总之,公正世界信念可部分通过影响大学生的时间管理进而影响其学习成绩,而且大学生对不公正信念更敏感。     

大学生公正世界信念与学业倦怠的关系：应对方式与无聊倾向的链式中介作用

为探讨大学生公正世界信念与学业倦怠的关系，以及应对方式和无聊倾向在其中的中介作用，采用公正世界信念问卷、大学生无聊倾向性问卷、简易应对方式量表和大学生学习倦怠量表对955名大学生进行调查。结果显示：(1)以积极应对与无聊倾向为中介变量，公正世界信念不能直接显著预测学业倦怠，无聊倾向在其中起完全中介作用；以消极应对与无聊倾向为中介变量，公正世界信念能负向显著预测学业倦怠，消极应对与无聊倾向在其中起部分中介作用；(2)积极/消极应对-无聊倾向的链式中介作用在公正世界信念与学业倦怠的关系中均成立，且达到显著性水平。本研究结果有助于理解公正世界信念对学业倦怠的作用机制，并为大学生学业倦怠的缓解提供建议。     

公正世界信念：概念、测量、及研究热点

公正世界信念是美国心理学家Lerner最先提出的一个概念,即人们需要相信他们所处的世界是一个公正有序的世界,在这样一个世界里,人们得其所应得,并且所得即应得。公正世界信念为个体提供了一种对世界的可控制感,从而使人贯注于长远目标,并遵循社会规范行事。这对个体适应复杂的物理和社会环境具有重要意义。文章对公正世界信念的概念、测量、及当前的研究热点进行了简要介绍,并且指出,探讨公正世界信念与其他心理公正研究诸分支的区别和联系,借鉴内隐社会认知、内隐动机研究中的一些技术方法来研究公正世界信念,深入探索公正世界信念发挥作用的潜意识机制,可能是这一领域研究的发展方向     

感知社会支持与学生学业成就关系的元分析：学习投入的中介作用

学业成就是衡量学生学习认知能力和检测其学习效果的重要指标,受到感知社会支持和学习投入等因素的显著影响,先前的研究已经考察了这两个因素对学业成就的共同作用机制,但感知社会支持与学业成就的关系强度不明,且尚不完全清楚中介效应、调节效应对二者关系的影响。因此当前研究采用元分析方法检验效应量的可靠性、学习投入的中介效应以及一系列调节效应。研究共纳入符合要求的原始文献41篇,含78个研究。结果发现：(1)感知社会支持及子类型与学业成就呈现显著的正相关,但效应值偏小,即二者之间存在的是弱相关。此外,感知社会支持及子类型显著正向预测学习投入,且对学习投入的效应量高于对学业成就的效应量。(2)学段仅对感知教师支持的调节效应显著,学业成就指标调节了感知社会支持及子类型与学业成就之间的关系,而经济水平和文化背景的调节效应不显著。(3)学习投入在感知社会支持及子类型对学业成就的影响中起到部分中介作用,且中介效应只存在于初中群体,在高中群体中介效应不显著。     

网络社会支持对中职生生活满意度的影响:公正世界信念和感恩的中介作用

为探讨网络社会支持对中职生生活满意度的影响,以及公正世界信念和感恩在其中的中介作用,采用网络社会支持问卷、公正世界信念问卷、感恩量表和生活满意度量表对656名中职生进行调查。结果发现:(1)网络社会支持、公正世界信念、感恩和生活满意度之间两两显著正相关;(2)网络社会支持对生活满意度没有直接预测作用,但可以通过两条路径的间接作用影响中职生生活满意度:通过公正世界信念的中介作用;通过感恩的中介作用。研究结果进一步揭示网络社会支持对生活满意度的作用机制,能为提升中职生的心理社会适应提供理论指导。     

高中生感知教师支持与学习投入的关系:学业自我效能感和成就目标定向的链式中介作用

采用感知教师支持、学习投入、学业自我效能感和成就目标定向问卷对498名高中生进行问卷调查,探讨感知教师支持对学习投入的影响,以及学业自我效能感和成就目标定向的链式中介效应。结果显示：（1）感知教师支持能通过学业自我效能感间接预测高中生学习投入,感知教师支持可以通过掌握趋近、表现趋近、表现回避间接预测高中生学习投入;（2）学业自我效能感→掌握趋近、学业自我效能感→表现趋近、学业自我效能感→表现回避三者分别在感知教师支持与学习投入之间起链式中介作用,学业自我效能感→掌握回避的中介效应则不显著。上述结果表明,感知教师支持不仅能分别通过学业自我效能感、掌握趋近、表现趋近、表现回避预测高中生学习投入,还能通过学业自我效能感和成就目标定向的链式中介作用间接预测高中生学习投入。     

高中生感知教师支持与学习投入的关系:学业自我效能感和成就目标定向的链式中介作用

采用感知教师支持、学习投入、学业自我效能感和成就目标定向问卷对498名高中生进行问卷调查,探讨感知教师支持对学习投入的影响,以及学业自我效能感和成就目标定向的链式中介效应。结果显示：（1）感知教师支持能通过学业自我效能感间接预测高中生学习投入,感知教师支持可以通过掌握趋近、表现趋近、表现回避间接预测高中生学习投入;（2）学业自我效能感→掌握趋近、学业自我效能感→表现趋近、学业自我效能感→表现回避三者分别在感知教师支持与学习投入之间起链式中介作用,学业自我效能感→掌握回避的中介效应则不显著。上述结果表明,感知教师支持不仅能分别通过学业自我效能感、掌握趋近、表现趋近、表现回避预测高中生学习投入,还能通过学业自我效能感和成就目标定向的链式中介作用间接预测高中生学习投入。     

组织公正氛围的理论机制、研究视角及研究框架

组织公正是员工对工作场所公正环境的心理感知, 研究层面有个体与群体之分。以往研究多集中在个体层面, 以致研究结果缺乏对群体现象的有效解释。进入新世纪学者们开始关注群体层面的公正氛围研究, 并在理论和实证方面取得了较大突破。通过回顾相关研究可以发现：(1)在理论机制上, 公正氛围的形成可以通过社会信息加工理论、吸引-选择-磨合模型、公正传染概念和公正启发理论来解释; (2)在研究视角上, 主要存在维度视角、整体视角、感知来源视角、氛围属性视角和第三方视角; (3)在研究主题上, 主要涉及领导、团队和组织三方面对公正氛围的影响, 以及公正氛围对个体、团队和组织三个层面的影响效果。未来研究可着重从多种领导行为对不同公正氛围影响的比较、其他领导因素对公正氛围的影响、不同公正氛围对结果变量影响的比较、新视角公正氛围测量方法的尝试, 以及文化因素对公正氛围的影响研究等方面入手。     

公正世界信念与大学生社会责任感的关系:人际信任的解释作用及其性别差异

社会责任感是大学生学业成就和幸福生活等积极心理与行为的有效预测指标,考察社会责任感的影响因素及其作用机制有助于大学生社会责任感的培养与提升。为此,本研究以6所高校852名大学生为被试,考察了公正世界信念与大学生社会责任感之间的关系,以及人际信任对二者关系的中介作用及其性别差异。结果发现：（1）公正世界信念可以显著正向预测大学生的社会责任感;（2）人际信任在公正世界信念与大学生社会责任感之间发挥着部分中介作用,但是主要表现在男大学生群体中,而女大学生中未发现该效应。这说明,公正世界信念可以显著预测大学生社会责任感,并且在男大学生中人际信任是二者关系的中介桥梁。     

Belief in a just world lowers bribery intention

Corruption is rampant around the world and can be detrimental to social justice. We aim to understand whether and how belief in a just world to self (BJW‐self) influences individuals' intentions to become involved in bribery. We measured bribery intention using hypothetical scenarios. In Study 1 and Study 2, we consistently found that BJW‐self negatively predicted bribery intention, and this pattern was mediated by perceived punishment of getting involved in bribery. We further demonstrated the causal effect of BJW‐self on bribery intention in an experiment (Study 3). These results indicate that BJW as one lay belief can be important in suppressing people's bribery intention, and perceived punishment mediates the effect of BJW on rule‐breaking behaviours. Implications for anti‐corruption policies and future research are also discussed.     

Belief in a just world and wellbeing in Indian schools

This study investigates the meaning of belief in just world (BJW) for students' subjective justice experiences with their parents and teachers and for students' subjective well-being. The hypotheses tested were that the more strongly students endorse BJW, the less the distress at school and depressive symptoms they experience. Two dimensions of BJW were assessed: personal BJW, reflecting the belief that events in one's own life are generally just, and general BJW, reflecting the belief that the world is basically a just place. The participants were 278 Indian students attending ten 10th grade classes at two private English-medium schools. The results showed that only the personal BJW, not the general BJW, was important in explaining justice experiences and wellbeing. The more the students endorsed the belief in personal just world, the more they felt treated justly by their teachers and their parents alike, and the less distress at school and depressive symptoms they experienced. In addition, teacher justice, but not parent justice, explained distress at school. Finally, the effect of personal BJW on depressive symptoms was partly mediated by both teacher and parent justice. This pattern of results persisted when class effects were controlled. Overall, this pattern of results emphasizes the importance of the individual and subjective experience of justice of the teacher behavior for adolescent wellbeing. Implications for further studies on BJW and wellbeing at school are discussed.     

The belief in a just world and distress at school

This article investigates the relationship between the belief in a just world (BJW) and distress at school. On the basis of just world theory, the authors argue that strong student BJW should be associated with low school distress. Two questionnaire studies with German secondary school students attending grades 7–13 are reported. Both studies found strong BJW to be associated with less distress at school, better grades, and the evaluation of grades and teachers as more just. Moreover, the relationship between strong BJW and low school distress persisted when controlled for grades, justice of grades, and teacher justice. This relationship held for all students, independently of their school track, grade level, or gender. Overall, the pattern of results reveals school distress to have a unique association with BJW and school-specific justice cognitions.     

Being a good or a just teacher: Which experiences of teachers’ behavior can be more predictive of school bullying?

In two cross‐sectional questionnaire studies with N = 2,931 German students, aged between 12 and 17 years (M = 14.1, SD = 0.5), we investigated the relation between students’ bullying behavior and their personal belief in a just world (BJW). We considered students’ personal experience of teacher justice as a possible mediator in this relation and investigated whether the students’ experiences of their teachers’ classroom management explained bullying behavior in addition to personal BJW and teacher justice, while statistically controlling for sex and school type. In both studies, multilevel modeling results showed that the more students endorsed personal BJW and the more they evaluated their teachers’ behavior toward them personally as being just, the less likely they were to report that they bullied others. The students’ personal experience of teacher justice mediated the association of personal BJW with bullying. Furthermore, the students’ personal experience of classroom management significantly predicted bullying in addition to personal BJW and teacher justice. The observed relations were mainly significant at the individual level. The pattern of results persisted when we controlled for school type and when we considered student sex as a moderator. We discussed the adaptive functions of BJW and implications for future school research and practice.

     

Assessing the Connection between Students’ Justice Experience and Attitudes Toward Academic Cheating in Higher Education New Learning Environments

The present study is aimed at comprehensively assess tendency to neutralize (justify) academic cheating as a function of individual experience of teachers’ just behavior and new learning environments (NLE), while considering the Belief in a Just World (BJW) as a personal resource that has the potential to enhance those experiences. Data were collected from a sample of 193 second-year undergraduate college students. Path analysis main results showed that students who evaluated their teachers’ behavior toward them personally as just, held more positive evaluation of the learning environment, and were less inclined toward academic cheating neutralization. Personal BJW was partly associated with the perceived NLE, this connection was primarily mediated by the experience of teacher justice. Moreover, students’ evaluation of their teachers’ just behavior was a stronger negative predictor of academic cheating neutralization than perceived forms of NLE. Interpretation of these results, applications and implications for future research are discussed.     

“蚁族”群体的公正世界信念与幸福感研究

以居住在北京小月河地区的304名“蚁族”为被试,采用公正世界信念问卷、积极消极情感问卷和生活满意度问卷,考察了一般公正世界信念、个人公正世界信念以及幸福感之间的关系,结果表明:(1)“蚁族”的生活满意度偏低,但其情绪状态仍然乐观,积极情感体验较高,且具有较高水平的公正世界信念;(2)公正世界信念对幸福感有显著的正向预测作用,公正世界信念水平越高的“蚁族”越幸福;(3)个人公正世界信念在一般公正世界信念和幸福感间起中介作用,即越相信世界是公正的“蚁族”更倾向于相信自己已经或即将受到的对待是公正的,最终提升幸福感。     

Belief in a just world, teacher justice, and bullying behavior

The relation between school students' belief in a just world (BJW) and their bullying behavior was investigated in a questionnaire study. The mediating role of teacher justice was also examined. Data were obtained from a total of N = 458 German and Indian high school students. Regression analyses revealed that the more strongly students believed in a personal just world and the more they evaluated their teachers' behavior toward them personally to be just, the less bullying behavior they reported. Moreover, students with a strong BJW tended to evaluate their teachers' behavior toward them personally to be more just, and the experience of teacher justice mediated the relation between BJW and less bullying perpetration. This pattern of results was as expected and consistent across different cultural contexts. It persisted when neuroticism, sex, and country were controlled. The adaptive functions of BJW and implications for future school research are discussed.     

Belief in a Just World and Employee Voice Behavior: The Mediating Roles of Perceived Efficacy and Risk

Abstract

In this research, we hypothesized that employees’ belief in a just world (BJW) would be positively related to their voice behavior, i.e., the expression of ideas or opinions with the intention of engendering organizational improvement or change, and that this relation would be mediated by perceived voice efficacy and perceived voice risk. To test these hypotheses, we collected self-reported data from employees in two different countries: China (N?=?313) and Germany (N?=?190). The results revealed a positive association between BJW and employee voice behavior in both samples. The two-mediator model was confirmed in the Chinese sample, while only perceived voice efficacy played a mediating role in the German sample. Possible reasons for these differences may be related to differences in cultural dimensions and education levels between the samples. The findings emphasize the importance of bolstering employees’ belief in justice and the organizational climate, which influence perceived voice efficacy and risk, as means to increase organizational voice behavior.