Belief in a just world, justice concerns, and well-being at Portuguese schools

Correia, Isabel; Dalbert, Claudia

doi:10.1007/bf03173464

Cited by 122 publications

(119 citation statements)

References 29 publications

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“…First, our findings showed that autonomy-supportive behaviour was associated with decreased levels of verbal and psychic aggression, and an increased level of self-efficacy. These results are in concordance with previous research results (assor et al 2005;correia & dalBert 2007;donat et al 2012;kamBle & dalBert 2012;vansteenkiste et al 2012;Walsh et al 2010). In addition, those with higher academic achievement (better marks) also reported more autonomy support from their teachers.…”

Section: Discussionsupporting

confidence: 93%

“…Whereas supportive teacher behaviour may increase student self-esteem and life statisfaction, it may decrease boredom, and help avoid problem behaviours such as substance use and depression (nett et al 2011;Walsh et al 2010). In addition, experience of teacher justice is a key feature of a school environment that is related to student achievement (Peter et al 2012), well-being (kamBle & dalBert 2011), self-e-steem and self-efficacy (correia & dalBert 2007), and less bullying behaviour (donat et al 2012).…”

Section: Introductionmentioning

confidence: 99%

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Autonomy Support or Direct Control? High School Students' Experience of Their Teacher's Behaviour

Pikó¹,

Pinczés²

2015

EJMH

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The main goal of the present study was to detect teacher behaviour (as perceived by students) in a sample of Hungarian high school students and to test its possible relationship with certain socio demographic (gender) and school variables (faculty, school year, school achievement) as well as with psychological variables (self-efficacy, aggressive behaviours, and boredom). Using a sample of 385 high school students in Debrecen, a major metropolitan centre in the eastern region of Hungary (ages 15 to 20, 39.2% female), findings supported the claim that students bene fit the most when teachers support their autonomy. Teachers' autonomy-supportive behaviour was associated with decreased levels of verbal and psychic aggression, and an increased level of self-efficacy. In addition, teachers' directly controlling behaviour was a predictor of self-efficacy, whereas the supportive but 'laissez-faire' behaviour was associated with a higher level of boredom. These findings underline the importance of teachers' autonomy-supportive behaviour but also emphasise that the role of teacher behaviour may be dependent on the specific context of the cultural and social environment. Keywords

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Autonomy Support or Direct Control? High School Students' Experience of Their Teacher's Behaviour

Pikó¹,

Pinczés²

2015

EJMH

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“…The typical conclusion of these studies is: The more students believe in a just world and the more they feel to be treated justly at school, the better their well-being is. However, the studies thus far predominantly focused on negative dimensions of school-specific well-being, e.g., on school distress or depressive symptoms (e.g., , or on more general dimensions as, for example, life satisfaction (e.g., Correia & Dalbert, 2007). In contrast, the literature increasingly emphasizes that well-being ought to be defined as the absence of negative emotions and cognitions and simultaneously as the presence of positive ones (e.g., Hascher, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…Although subjective well-being has been frequently investigated in belief in a just world (BJW) research (e.g., Dalbert, 2002;Ritter, Benson, & Snyder, 1990), justice psychology has just started to pay more attention to the adaptive functions of students' BJW for their school-specific well-being (e.g., Correia & Dalbert, 2007;Peter, Dalbert, Kloeckner, & Radant, 2013). The typical conclusion of these studies is: The more students believe in a just world and the more they feel to be treated justly at school, the better their well-being is.…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2015

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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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“…Aqui enumeramos alguns sem a pretensão de sermos exaustivos: a escola (e.g., Gouveia-Pereira, Vala, Palmonari, & Rubini, 2003), as relações com a autoridade (Tyler & Caine, 1981), as organizações (Caetano & Vala, 1999;Folger & Cropanzano, 1998), o ambiente (Giordano & Wolf, 2001), as relações de género (Crosby, 1982), os movimentos sociais de protesto (Guimond & Tougas, 1994;Pettigrew, 1972), o sistema criminal (Otto & Dalbert, 2005), os acidentes (Walster 1966), a satisfação com a vida (Correia & Dalbert, 2007), o bem-estar físico (Kivikami et al, 2005), a percepção das vítimas (Correia, Vala, & Aguiar, 2007), as relações intergrupais (Vala, 1993;Vala, Brito & Lopes, 1999;Vala, Monteiro, & Lima, 1987;Vala, Ferreira, Lima, & Lopes, 2004), e as relações íntimas (Van Yperen & Buunk, 1994).…”

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Psicologia Social da Justiça: Fundamentos e desenvolvimentos teóricos e empíricos

Correia¹

2012

Análise Psicológica

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Pretende-se com este artigo oferecer ao leitor uma revisão de literatura do que consideramos serem os principais desenvolvimentos teóricos e empíricos da Psicologia Social da Justiça. Para esta sistematização partimos das correntes teóricas na investigação da justiça identificadas por Tyler, Boeckman, Smith, e Huo (1997): a privação relativa, a justiça distributiva, a justiça procedimental, a justiça retributiva, tendo nós acrescentado a justiça reparadora (Braithwaite, 1999).

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Belief in a just world, justice concerns, and well-being at Portuguese schools

Cited by 122 publications

References 29 publications

Autonomy Support or Direct Control? High School Students' Experience of Their Teacher's Behaviour

Autonomy Support or Direct Control? High School Students' Experience of Their Teacher's Behaviour

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

Psicologia Social da Justiça: Fundamentos e desenvolvimentos teóricos e empíricos

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