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

Autor/inn/en	Ucar, Gözde Kiral; Dalbert, Claudia
Titel	The longitudinal associations between personal belief in a just world and teacher justice among advantaged and disadvantaged school students.
Quelle	In: International journal of psychology, 55 (2020) 2, S. 192-200Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0020-7594; 1464-066X
DOI	10.1002/ijop.12564
Schlagwörter	Sozioökonomischer Status; Einstellung (Psy); Gerechtigkeit; Lehrer; Muslim; Schüler; Fairness; Lehrerpersönlichkeit; Lehrer; Lehrerpersönlichkeit; Schüler; Gerechtigkeit; Fairness; Benachteiligung; Gruppe (Soz); Jugendlicher; Muslim
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. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2022/2