Psychological Development and Education ›› 2017, Vol. 33 ›› Issue (2): 191-197.doi: 10.16187/j.cnki.issn1001-4918.2017.02.08

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Just World Belief and Achievements in Secondary School Students:The Mediators of Perceived Teachers'Support and Classroom Justice

REN Ping, ZHANG Yunyun, QIN Xingna, GUO Xiaolin, ZHAO Qian   

  1. Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing 100875
  • Online:2017-03-15 Published:2017-03-15

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Abstract: It has been found that belief in a just world (BJW) could affect adolescents'development positively.However,the potential pathway which links BJW and achievement remains unclear,particularly under the class justice context.Conducted with a sample of 2584 participants in seventh grade in Zhengzhou,this current research explored the effects of BJW on their academic achievement and the mediating roles of students'subjective experience of their teachers'support and classroom justice.The structural equation model found that the more students believed in a just world,the better grades they received.Furthermore,the students'BJW could positively affect achievement not only by perceived teachers'support and classroom justice respectively,but also by perceived teachers'support via the multiple mediator effect of classroom justice when controlled for gender and age.These findings suggested that the just and supportive classroom environment plays an important role between adolescents'BJW and their academic achievement.

Key words: secondary school students, belief in a just world, perceived teacher's support, perceived classroom justice, academic achievement

CLC Number: 

  • B844

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