Belief in a just world and wellbeing in Indian schools.

Autor/inn/en	Kamble, Shanmukh V.; Dalbert, Claudia
Titel	Belief in a just world and wellbeing in Indian schools.
Quelle	In: International journal of psychology, 47 (2012) 4, S. 269-278Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0020-7594; 1464-066X
DOI	10.1080/00207594.2011.626047
Schlagwörter	Depression; Einstellung (Psy); Einstellungsbildung; Wohlbefinden; Eltern; Lehrer; Lebensereignis; Soziale Gerechtigkeit; Belastung
Abstract	This study investigates the meaning of belief in just world (BJW) for students' subjective justice experiences with their parents and teachers and for students' subjective well-being. The hypotheses tested were that the more strongly students endorse BJW, the less the distress at school and depressive symptoms they experience. Two dimensions of BJW were assessed: personal BJW, reflecting the belief that events in one's own life are generally just, and general BJW, reflecting the belief that the world is basically a just place. The participants were 278 Indian students attending ten 10th grade classes at two private English-medium schools. The results showed that only the personal BJW, not the general BJW, was important in explaining justice experiences and well-being. The more the students endorsed the belief in personal just world, the more they felt treated justly by their teachers and their parents alike, and the less distress at school and depressive symptoms they experienced. In addition, teacher justice, but not parent justice, explained distress at school. Finally, the effect of personal BJW on depressive symptoms was partly mediated by both teacher and parent justice. This pattern of results persisted when class effects were controlled. Overall, this pattern of results emphasizes the importance of the individual and subjective experience of justice of the teacher behavior for adolescent wellbeing. Implications for further studies on BJW and well-being at school are discussed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2013/2