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The Meaning of Students’ Personal Belief in a Just World for Positive and Negative Aspects of School-Specific Well-Being

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Abstract

In two cross-sectional questionnaire studies with N = 1792 German and Indian students, aged between 12 and 17 years, we investigated the relation between personal belief in a just world (BJW) and positive as well as negative dimensions of school-specific well-being. Furthermore, we considered students’ personal experience of teacher justice as possible mediator in this relation and controlled for confounding effects of gender, neuroticism, and locus of control. In Study 1, we used multilevel modeling to analyze the German data and to control for class-level effects. In accordance with our hypotheses, Study 1 showed that the more students believed in a personal just world, the better their positive attitudes toward school, their academic self-esteem, and their enjoyment in school were, and the less somatic complaints in school, social problems in school, and worries toward school they experienced. These associations partly differed between classes, but generally persisted when controlled for sex, neuroticism, and locus of control. Finally, the association between personal BJW and well-being was at least partly mediated by students’ personal experience of teacher justice. In Study 2, we focused on the generalizability of the pattern of results across different cultural contexts. However, we did not aim to carry out comparative research. Results from bootstrap mediation analyses were predominantly the same as in Study 1. The adaptive functions of BJW and implications for future school research are discussed.

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Notes

  1. Cronbach (1951) showed that alpha is dependent on the numbers of items, and introduced r ij est as an index of homogeneity which is independent of test length, e.g., as a “rule of thumb,” a test with 16 items with α = .80 has a r ij est = .20.

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Acknowledgments

We would like to thank Prof. Dr. Tina Hascher for providing us the English short version of the Questionnaire on Subjective Well-Being in School (SWBS; Hascher, 2004) that was used in Study 2.

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  1. Department of Educational Psychology, Martin Luther University of Halle-Wittenberg, Franckeplatz 1, 06099, Halle/Saale, Germany

    Matthias Donat, Felix Peter & Claudia Dalbert

  2. Department of Psychology, Karnatak University, Dharwad, India

    Shanmukh V. Kamble

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  1. Matthias Donat
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  4. Shanmukh V. Kamble
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Correspondence to Matthias Donat.

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Donat, M., Peter, F., Dalbert, C. et al. The Meaning of Students’ Personal Belief in a Just World for Positive and Negative Aspects of School-Specific Well-Being. Soc Just Res 29, 73–102 (2016). https://doi.org/10.1007/s11211-015-0247-5

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