The Relation between Students' Justice Experiences and Their School Refusal Behavior

Autor/inn/en	Donat, Matthias; Gallschütz, Christoph; Dalbert, Claudia
Titel	The Relation between Students' Justice Experiences and Their School Refusal Behavior
Quelle	In: Social Psychology of Education: An International Journal, 21 (2018) 2, S.447-475 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Donat, Matthias)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-017-9423-9
Schlagwörter	Justice; Student Experience; Questionnaires; Beliefs; World Views; Student Attitudes; Secondary School Students; Age Differences; Gender Differences; Social Desirability; Resistance (Psychology); Test Anxiety; Correlation; Educational Attitudes; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Gerechtigkeit; Studienerfahrung; Fragebogen; Belief; Glaube; World view; Weltanschauung; Schülerverhalten; Sekundarschüler; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Soziales Bedürfnis; Resistenz; Examination phobia; Testangst; Prüfungsangst; Korrelation; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Ausland; Deutschland
Abstract	In a cross-sectional questionnaire study with N = 1658 German students, aged between 12 and 17 years (M = 14.1, SD = 0.5), we investigated the relation of students' personal belief in a just world (BJW) to their school absenteeism and functions of school refusal behavior. In accordance with recent studies which identified negative relations between students' BJW and different forms of rule-breaking behavior (e.g., bullying, cheating), we expected that students with a strong BJW would be less likely to refuse school than those with a weak BJW. Furthermore, we considered students' personal experience of teacher justice and their feelings of exclusion from school as possible mediators in this relation. We also controlled for confounding effects of gender, age, social desirability, school reluctance, and test anxiety. To test our hypotheses, we used bootstrap mediation analyses. As expected, these analyses showed that the more students endorsed personal BJW, the less likely they were to report that they refused school. The students' personal experience of teachers justice and especially their feelings of exclusion from school at least partly mediated personal BJW's relation to school refusal behavior and its functions. The observed relations mainly persisted when we controlled for gender, age, social desirability, school reluctance, and test anxiety. We discussed the adaptive functions of BJW and implications for future school research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01