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

Authors:
Gözde Kiral Ucar, Claudia Dalbert
Published Online:
20 Dec 2018
DOI:
10.1002/ijop.12564
Volume/Issue No:
Early View Articles

Additional Options

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.

© 2018 International Union of Psychological Science