Belief in a just world,teacher justice,and student achievement: A multilevel study |
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| Authors: | Felix Peter Nils Kloeckner Claudia Dalbert Matthias Radant |
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| Institution: | 1. Bar-Ilan University, Israel;2. University of Michigan, USA;3. Temple University, USA;1. Institute of Applied Psychology, Fuqing Branch of Fujian Normal University, Fuzhou, Fujian, China;2. College of Educational Science, Hengyang Normal University, Hengyang, Hunan, China;3. School of Economics and Management, Southwest Petroleum University, Chengdu, Sichuan, China |
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| Abstract: | The meaning of belief in a just world and students' subjective experience of the justice of their teachers' behavior toward them personally for academic achievement was examined. Sample 1 involved 947 secondary school students from 67 classes (grade levels 9 to 11), and Sample 2 718 students from 48 classes (grade level 9). Multilevel analyses revealed that the more the students believed in a personal just world, the more they felt their teachers' behavior toward them personally to be just and the better grades they received; the association between BJW and student achievement was fully mediated by teacher justice experience. It was concluded that personally experienced teacher justice is a key feature of a school environment that is conducive to student achievement. |
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