Kiral Ucar, GozdeDalbert, Claudia2025-01-272025-01-2720200020-75941464-066Xhttps://doi.org/10.1002/ijop.12564https://hdl.handle.net/20.500.12428/28191The Just World Hypothesis states that people need to believe in a just world in which they get what they deserve and deserve what they get. This study examines the longitudinal associations between personal belief in a just world (BJW), the belief that events in one's own life are just and teacher justice in different status groups. It is posited that the more individuals believe in a personal just world, the more they feel they are treated justly by others, and this should be particularly true for students with a low-status background. Longitudinal questionnaire data were obtained from students with German and Turkish/Muslim backgrounds over a period of 3-4 months. The pattern of results revealed that personal BJW was important for the Turkish/Muslim students in evaluating teachers as more just over a given period of time, but not for the German students. That is, the buffering effect of personal BJW was crucial for the disadvantaged students.eninfo:eu-repo/semantics/closedAccessBelief in a just worldGroup statusTeacher justiceSchool studentsArticle55219220010.1002/ijop.12564Q3WOS:0005192088000072-s2.0-8505893373330569526Q1