Chinese Adolescents' Belief in a Just World and Academic Resilience: The Mediating Role of Perceived Academic Competence

Autor/inn/en	Liu, Bingyu; Platow, Michael J.
Titel	Chinese Adolescents' Belief in a Just World and Academic Resilience: The Mediating Role of Perceived Academic Competence
Quelle	In: School Psychology International, 41 (2020) 3, S.239-256 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Bingyu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034320908001
Schlagwörter	Adolescents; Asians; Resilience (Psychology); Academic Persistence; Social Justice; Beliefs; Self Efficacy; Academic Achievement; Foreign Countries; World Views; Educational Environment; Middle School Students; High School Students; Grade 9; Grade 10; Socioeconomic Status; Predictor Variables; Cultural Context; China (Guangzhou) + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Asian; Asiat; Asiatin; Asiaten; Asiate; Soziale Gerechtigkeit; Belief; Glaube; Self-efficacy; Selbstwirksamkeit; Schulleistung; Ausland; World view; Weltanschauung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Socio-economic status; Sozioökonomischer Status; Prädiktor
Abstract	The current study examined the relationship between belief in a just world and self-reported academic resilience, and whether perceived academic competence mediated this relationship. Seven-hundred fifty-one students enrolled in a middle school and a high school (45.81% male, 15 to 16 years old) from two regions of China participated in this study. Structural equation modeling indicated that general belief in a just world was: (1) directly associated with academic resilience, and (2) indirectly associated with students' academic resilience through perceived academic competence, after controlling for the effects of gender and socioeconomic status. This study provides insight into how broader social-ideological understandings of the world (e.g., belief in a just world) may guide individual self-construals (e.g., perceived academic competence) to affect individual persistence in the face of adversity (e.g., resilience). Implications and limitations of the current study are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01