The belief in a just world and distress at school

被引：20
作者：
Dalbert C. [1 ]
Stoeber J. [2 ]
机构：
[1] Department of Educational Psychology, Martin Luther University of Halle-Wittenberg, Franckesche Stiftungen, D-06099 Halle (Saale)
[2] University of Kent, Canterbury
来源：
Social Psychology of Education | 2005年 / 8卷 / 2期
关键词：
Just world belief; Justice cognitions; School distress;
D O I：
10.1007/s11218-005-1835-2
中图分类号：
学科分类号：
摘要：
This article investigates the relationship between the belief in a just world (BJW) and distress at school. On the basis of just world theory, the authors argue that strong student BJW should be associated with low school distress. Two questionnaire studies with German secondary school students attending grades 7-13 are reported. Both studies found strong BJW to be associated with less distress at school, better grades, and the evaluation of grades and teachers as more just. Moreover, the relationship between strong BJW and low school distress persisted when controlled for grades, justice of grades, and teacher justice. This relationship held for all students, independently of their school track, grade level, or gender. Overall, the pattern of results reveals school distress to have a unique association with BJW and school-specific justice cognitions. © Springer 2005.
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收藏
页码：123 / 135
页数：12
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