How belief in a just world shapes academic engagement among Chinese college art majors: A cross-level moderated mediation model

Engels M.C., Spilt J., Denies K., Verschueren K.

This longitudinal study investigated the role of teacher-student closeness and conflict in adolescents' school engagement trajectories, and how school engagement dimensions predict achievement trajectories. A sample of 5,382 adolescents ( M age.wave1 = 13.06, SD = 0.51; 49.6% boys) were followed from Grade 7 to 9. Yearly measures included student reports on school engagement dimensions, teacher reports on closeness and conflict, and standardized tests for math achievement. Latent growth models revealed that closeness positively and conflict negatively predicted students' school engagement. Furthermore, adolescents' behavioral and emotional engagement, and disaffection in particular, played an important role in predicting achievement within the same schoolyear. Moreover, increases in behavioral disaffection and emotional engagement aligned with reduced and steeper increases in achievement between Grade 7 and 9, respectively. In general, this study underscores the importance of adolescents’ affective teacher-student relationships for their engagement in school, and the role of school engagement in predicting achievement. • Teacher closeness contributed and conflict hampered adolescents' school engagement. • School engagement dimensions had differential effects on achievement trajectories. • Increases in behavioral disaffection aligned with reduced achievement in Grade 7–9. • Increases in emotional engagement aligned with increased achievement in Grade 7–9.

Thomas K.J., Theodoro R., Komatsu A.V.

One of the pillars of legal socialization theory is how non-legal contexts shape the legitimacy of and compliance with laws. Yet there is little longitudinal evidence establishing the interface mechanism between these spheres. The purpose of this research was to demonstrate how youths’ beliefs in a just world (BJW) can help explain the transmission between the justice of non-legal authorities (parents and schools) and law legitimacy and rule violating behavior (RVB). We utilized two waves of longitudinal data from adolescents at ages 13 and 14 (N = 680) in the São Paulo Legal Socialization Study. Structural equation modeling revealed a good fit to the tested model that parental procedural justice and school justice predict both personal and general BJW, and these predict law legitimacy evaluations 1 year later. General and personal BJW also had an indirect effect on RVB over the following year via law legitimacy. The results suggest that non-legal authorities may influence law legitimacy not through a direct projection (which was not significant), but through an indirect process of worldview construction. Legal socialization and just world belief research can converge to help explain the interface between non-legal and legal spheres of authority.

Tatsi S., Panagiotopoulou P.

According to the just world theory, individuals have the need to believe that the world is a fair and predictable place where good things happen to “good” people and bad things happen to “bad” people. Previous research on this theory has focused mainly on students of secondary education and higher education. The current study examines personal (PBJW) and general (GBJW) belief in a just world in 292 fifth and sixth-grade primary school students (Mage = 10.98, SD = 0.74) in Greece. It also investigates the effect of other demographic variables, such as grade, gender, and place of residence on self-esteem. Lastly, it explores the contribution of PBJW and GBJW to self-esteem. Students completed the Greek translation of the scales of General and Personal Belief in a Just World as well as a Self-Esteem Scale. The results indicated that students more strongly endorse PBJW than GBJW. Also, PBJW and children’s place of residence significantly predict self-esteem, indicating that the more the students feel they are treated fairly, the better their level of self-esteem.

Liu H., Liu Q., Du X., Liu J., Hoi C.K., Schumacker R.E.

This study examined whether the teacher-student relationship (TSR) served as a protective factor for students from families of lower socioeconomic status (SES). It was based on data from a standard mathematics assessment and survey using student and teacher questionnaires that were developed by the Collaborative Innovation Center of Assessment toward Basic Education Quality (CICA-BEQ) in China in 2016, which included 8707 fourth-grade Chinese students nested within 164 classes. We used multilevel structural equation models (MSEM) to investigate the mediating role of self-efficacy in mathematics in the relationship between SES and mathematics achievement and the moderating role of TSR in the direct and indirect relationship between SES and mathematics achievement at both the student-level and the class-level. The results suggested that the effect of SES on mathematics achievement was mediated by academic self-efficacy in mathematics both at the student-level and the class-level. The results also demonstrated a significant interaction between TSR and SES for self-efficacy both at the student-level and the class-level. Additionally, statistics indicated that TSR moderated the indirect relationship between SES and achievement via academic self-efficacy in mathematics.

Goetz T., Bieleke M., Gogol K., van Tartwijk J., Mainhard T., Lipnevich A.A., Pekrun R.

Relationship quality and emotional experience are both important constructs in learning environments but the question of how they are linked requires more attention in empirical research. We hypothesized reciprocal associations between student-teacher relationship quality (i.e., interpersonal closeness) and students' emotions in the classroom (i.e., enjoyment, pride, anxiety, anger, boredom, and shame). Data from a two-wave longitudinal study with annual assessments in grade 10 (Time 1) and 11 (Time 2) were used to test this hypothesis ( N = 535; mean age at Time 1: 16.7 years, SD = 0.6). Student-perceived relationship quality and students’ emotions were assessed in the academic domains of mathematics, German, English, and French. In line with our hypothesis, cross-lagged panel models showed reciprocal associations: Higher relationship quality was associated with stronger positive emotions and weaker negative emotions over time. In turn, lower negative emotions and higher positive emotions were associated with higher relationship quality. The association between initial emotions and student-teacher relationship quality one year later was stronger than the reverse association. Further, the links between relationship quality and emotions were largely equivalent across school domains but differed in strength across emotions. Implications for future research and educational practice are discussed. • Relationship quality was related with strong positive and weak negative emotions. • The impact of emotions on relationship was stronger than the reverse effect. • Associations were largely equivalent across school domains. • Associations differed in strength across emotions.

Sethi J., Scales P.C.

The current paper explores how students’ relationships with their teachers, parents, and friends might differentially impact their academic experience and success, by presenting and integrating the results of two related studies. In the first study, survey methods and structural equation modeling are used to describe the similar and different effects that developmental relationships with teachers, parents, and friends seem to have on middle- and high-school students’ academic motivation, GPA, and perceptions of school climate. Relationships with teachers directly predicted all three outcomes at the middle school level, and motivation and school climate at the high school level. Relationships indirectly predicted high school GPA, through motivation. Student-teacher relationships, and parent-teacher relationships, also indirectly predicted middle school GPA, through motivation. Relationships with parents directly predicted only motivation in middle school. Relationships with friends directly predicted school climate at both levels. The results from Study 1 showed the central importance of teacher-student relationships on student motivation and led the research team to qualitatively look in study #2 at how teachers build relationships that motivate students and how students experience those relationships. Study 2 used student focus groups and a grounded theory, open coding approach to analysis to identify commonly occurring themes describing what practices teachers used successfully, in students’ eyes, to build strong relationships with students and boost their academic motivation. These practices focused on how teachers expressed care, provided support, challenged students to grow, shared power with them, and expanded their sense of possibilities. The mixed methods produce an overall study that uniquely captures both a global and more granular, practice-oriented view of the ways in which differing developmental relationships in young people’s lives affect their connection to and success in school.

Delos Reyes R.D., Torio V.A.

This study focused on the relationship of rapport between teachers and learners in the context of the Central Visayan Institute Foundation-Dynamic Learning Program (CVIF-DLP) and learner autonomy. The concept of rapport and learner autonomy in the field of education is often untouched in varied contexts, including the CVIF-DLP which shows a systems approach to process-induced learning, specifically designed to train learners to learn autonomously or independently. In this approach, learners are only provided intervention whenever the need arises, allowing them to learn with little to no assistance of the teacher; thus, the development of rapport between teachers and learners might diminish, compared to a conventional teaching approach that is teacher-centered, where more rapport may be provided due to more interaction between teacher and learner. A correlational study was conducted among 174 learners by answering scales intended to measure rapport with their teacher and autonomous learning. The results revealed an overall moderate, positive, and very significant correlation across all groups. Therefore, rejecting the generalization of most learners in their adolescence has lower rapport with their teachers as they mature; moreover, autonomy-supportive attitudes might have been a foundation instilled among learners by their teachers in the approach. The conclusion led to mediating factors such as the teaching approach itself and a strong guidance program. This study recommends more studies on the CVIF-DLP teaching approach, its effect on learner autonomy, and a detailed description of the rapport among specific subject teachers for further in-depth understanding.

Trigueros R., Padilla A.M., Aguilar-Parra J.M., Rocamora P., Morales-Gázquez M.J., López-Liria R.

The academic transition to university is a turning point in young people’s lifestyles. However, studies to date have focused on student behaviour within the classroom context, rather than on the consequences it may have on their lifestyle. This study aims to analyze the influence of emotional intelligence of university students on their resilience, academic stress, exam anxiety, and eating habits related to the Mediterranean diet at the university stage. This study was carried out with the participation of 733 male and 614 female students from the University of Almeria, aged between 19 and 27. A structural equation model was made to explain the causal relationships between the variables. The results showed emotional intelligence positively predicted resilience. In turn, test anxiety and academic stress were negatively predicted by resilience. Finally, test anxiety and academic stress were negatively predicted by the Mediterranean diet. In short, the results of the present study have shown that academic transfer to university and grading pressure can generate maladaptive consequences for food consumption.

Wang S., Zhang D.

The aim of this study was to determine the mediating effect of learning engagement on the relationship between perceived teacher feedback and college students’ academic performance, and the moderat...

Carifio J., Nasser R.

Belief in a just world (BJW) modulates people's abilities to cope with anxiety, fear, and life transitions and thus depression and its debilitating effects. Little is known about how Belief in a just world modulates these coping abilities in elderly nursing home residents or their levels of depression either.A sample of 354 cognitively able elderly nursing home residents in Lebanon was selected for the study.This study, therefore, explored elderly belief in a just world (BJW-S) by gender and length of time in elderly homes in its relation to levels of depression as measured by the Geriatric Depression Rating Scale (GDS) and the Mini-Mental State Examination screening instrument for older adults.The findings showed no main significant effects for gender or length-of-stay on level of depression. The chief significant difference found was for scores on the belief in a just world scale and levels of depression. Those who had high scores on belief in a just world scored low on depression, and vice-versa.Therefore, a strong belief in a just world seemed to act as a preventative or coping mechanism against depression from initial transition forward for elderly nursing home residents.

Zhou D., Du X., Hau K., Luo H., Feng P., Liu J.

This study investigated the mediating roles of self-efficacy and anxiety on the effects of teacher–student relationship on mathematical problem-solving ability. A total of 1667 fifth graders from c...

Bartholomaeus J., Strelan P.

Over the past 50+ years researchers have dedicated considerable effort towards studying the belief in a just world (BJW). A significant development in the field was the introduction of the bidimensional model, which indicates differential outcomes for the belief in a just world for the self (BJW-self) when contrasted with the belief in a just world for others (BJW-general). Theorizing and research on BJW-general is well-established. However, the distinction between the two spheres, and specifically the unique characteristics and correlates of BJW-self, are not yet widely acknowledged by researchers. Therefore, we present a review of the BJW-self literature, in three parts. First, we outline the fundamental tenants of justice motive theory and the chronology of BJW-self research. Second, we discuss the notable relationships that have emerged from this literature, in particular the links between BJW-self and wellbeing, coping with negative life events, prosocial behaviours, and a positive future orientation. Finally, we suggest avenues for future research and theoretical advance.

Whitaker M.C.

Within a framework of social identity theory (SIT), this paper utilizes social cognitive psychological theories to explain how and why White urban teachers often struggle to create loving spaces in urban classrooms, particularly when their students are from social groups different from their own. Social categorization theory is useful for describing how the sociocultural context of urban schools and schooling created and sustains the archetypal teacher savior identity. Social identity theories of intergroup behavior and organizational role theory are employed to explicate how the group norms of teacher saviors describe and prescribe pedagogical practices that create a hierarchy between teachers and students, leaving little room for warmth and caring. Finally, guided by Howard’s (We can’t teach what we don’t know: White teachers, multiracial schools, 2nd edn. Teachers College Press, New York, 2016) concept of a transformationist teacher identity, I offer suggestions for how teacher educators can help preservice teachers cultivate positive teacher–student relationships in their future classrooms by knowing themselves, knowing their students, and knowing their practice. Ultimately, SIT suggests that urban teachers must be metacognitive about the ways in which their identities are constructed and enacted in schools if they are to care about and for their diverse students.

Trigueros R., Aguilar-Parra J.M., Cangas A.J., Bermejo R., Ferrandiz C., López-Liria R.

Included among the basic objectives of Physical Education (PE) classes is the consolidation of habits of a healthy lifestyle among adolescents. However, the main studies in this field have focused on cognitive aspects related to students during these classes, yet they ignore the role that emotions can play in the adoption of future habits. Objectives: To analyze how emotions (emotional intelligence and emotional state) can influence the resilience and motivation of adolescents, as well as academic performance and adoption of healthy lifestyle habits. Methodology: 615 secondary school students between the ages of 14 and 19 participated (M = 16.02; SD = 1.57) in the study. A structural equations model was developed using the main variables and by applying some of the principles of Self-Determination Theory. The results show that emotional intelligence is positively related to positive emotions and negatively related to negative emotions. Positive emotions positively predict both self-motivation towards physical education classes and resilience. Resilience positively predicts self-motivation. Finally, self-motivation acts as a predictor of both academic performance and regular participation in physical activity. Conclusions: This study successfully shows the importance of focusing on emotions in PE classes inasmuch as emotion increases the tendency to get good grades and maintain active lifestyle habits. In this sense, focusing on the emotions of students in PE could prove quite beneficial.

Kilday J.E., Ryan A.M.

The present study uses multilevel modeling to understand early adolescents’ individual and class-level perceptions of social support in relation to their behavioral and emotional engagement in math and science. To capture individual relationships, we examined students’ self-perceptions of classroom social satisfaction, best friend quality, and teacher-student relatedness. Between classrooms, we considered collective perceptions of peer and teacher support. Participants were 761 fifth (n = 412) and sixth grade (n = 349) students nested within 44 classrooms who were 52% female and ethnically diverse. Results indicated that both peer and teacher relationships are important for early adolescents’ behavioral engagement, but teachers play a primary role in shaping emotional engagement toward subject-area content. Moreover, both individual and classroom-level indicators of perceived support explained variation in children’s engagement outcomes, highlighting the complex nature of classroom social relationships that necessitate teachers’ consideration.