The longitudinal associations between personal belief in a just world and teacher justice among advantaged and disadvantaged school students |
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Authors: | Gözde Kiral Ucar Claudia Dalbert |
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Institution: | 1. Department of Psychology, Çanakkale Onsekiz Mart University, Çanakkale, Turkey;2. Department of Educational Psychology, Martin Luther University of Halle-Wittenberg, Halle/Saale, Germany |
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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. |
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Keywords: | Belief in a just world Group status Teacher justice School students |
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