SavedAdd your journal

Journals / Eurasian Journal of Educational Research / 2020 / Cilt: 20 - Sayı: 90

Beliefs in a Just World, Gender and Academic Achievement

Sevinc CIRAK KARADAG
Pages
227–242
Publication Date
2022-10-18
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Inthis study, gender differences were also found in academic achievement, general and personalBJW.Implications for Research and Practice: Future research needs to replicate gender’smoderating role on the general beliefs in a just world and academic achievement since, to ourknowledge, it is a novel finding in the just world hypothesis and academic achievementresearch.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Purpose: Individuals who have higher levels ofbeliefs in a just world are purported to motivatethemselves better than others, thereby, have higherlevels of academic performance.
📊
Key Findings & Data:Aconvenience sample of 302 undergraduate students participated in this study.
💡
Conclusion & Impact:Inthis study, gender differences were also found in academic achievement, general and personalBJW.Implications for Research and Practice: Future research needs to replicate gender’smoderating role on the general beliefs in a just world and academic achievement since, to ourknowledge, it is a novel finding in the just world hypothesis and academic achievementresearch.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

Purpose: Individuals who have higher levels ofbeliefs in a just world are purported to motivatethemselves better than others, thereby, have higherlevels of academic performance. However, previousresearch performed in this field conducted mainlywith Western participants and secondary level schoolstudents. The present study aims to investigate therelationship between beliefs in a just world (BJW) andacademic achievement. Also, this study examinedgender differences in the main variables and themoderating effect of the gender on the relationshipbetween beliefs in a just world and academicachievement with undergraduate students fromKyrgyzstan.Research Methods: A correlational research design was adopted for the current study. Aconvenience sample of 302 undergraduate students participated in this study. The participantscompleted a questionnaire, including demographics, grand point average (GPA), andmeasures of beliefs in a just world.Findings: Analyses revealed that personal BJW, general BJW, and a two-way interaction ofgender and general BJW predicted academic achievement. Additionally, the positiverelationship between general BJW and academic achievement was moderated by gender. Lowlevels of general BJW adversely impacted male students but did not affect female students. Inthis study, gender differences were also found in academic achievement, general and personalBJW.Implications for Research and Practice: Future research needs to replicate gender’smoderating role on the general beliefs in a just world and academic achievement since, to ourknowledge, it is a novel finding in the just world hypothesis and academic achievementresearch.

🔖

Cite This Article

KARADAG, S. C. (2022). Beliefs in a Just World, Gender and Academic Achievement. Eurasian Journal of Educational Research, Cilt: 20 - Sayı: 90, 227–242. https://ajindex.com/articles/507115

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (10)

  1. Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Thousand Oaks, CA, US: Sage Publications, Inc. Correia, I., & Dalbert, C. (2007). Belief in a just world, justice concerns, and wellbeing at Portuguese schools. European Journal of Psychology of Education, XXII, 421- 437. Dalbert, C. (1999). The world is more just for me than generally: About the personal belief in a just world scale’s validity. Social Justice Research, 12, 79-98.
  2. Dalbert, C (2001). Justice motive as personal resource: Dealing with challenges and critical events. New York, NY: Kluwer. Dalbert, C. (2004). The implications and functions of just and unjust experience in school. In C. Dalbert, & H. Sallay (Eds.), The Justice Motive in Adolescence and Young Adults. Oxfordshire, UK: Routledge. Dalbert, C., & Maes, J. (2002). Belief in a just world as a personal resource in school. In M. Ross, & D. T. Miller (Eds.), The Justice Motive in Everyday Life (pp. 365–381).
  3. Cambridge, UK: Cambridge University Press.
  4. Dalbert, C., Montada, L. & Schmitt, M. (1987). Belief in a just world: Validity correlates two scales. Psychologische Beitrage, 29, 596-615.
  5. Dalbert, C., & Stoeber, J. (2005). The belief in a just world and distress at school. Social Psychology of Education, 8(2), 123-135.
  6. Dalbert, C., & Stoeber, J. (2006). The personal belief in a just world and domain-specific beliefs about justice at school and in the family: A longitudinal study with adolescents. International Journal of Behavioural Development, 30, 200-207.
  7. Downing, H. M. (2012). The function of just world beliefs in promoting student long-term academic investment and subjective well-being: The moderating effects of social status (Doctoral dissertation, University of Akron). Retrieved from, 18.05.2019, https://etd.ohiolink.edu/!etd.send_file?accession=akron1342236656&dispo sition=inline Dzuka, J., & Dalbert, C. (2002). Mental health and personality of Slovak unemployed adolescents: The impact of belief in a just World. Journal of Applied Social Psychology, 32(4), 732-757.
  8. Hafer, C. L., & Sutton, R. (2016).
  9. Belief in Just World. In C. Sabbagh, M. Schmitt (eds.), Handbook of Social Justice Theory and Research. New York: Springer Science+Business Media. DOI 10. 1007/978-1-4939-3216-0_8 Jose, P. E. (1990). Just‐world reasoning in children's immanent justice judgments. Child Development, 61(4), 1024-1033
  10. Karadag, S. & Akgun, S. (2016). A cross-cultural comparison of Turkish and Kyrgyz students’ bel