I was professor of psychology at Martin Luther University of Halle-Wittenberg, Germany I am Fellow of the American Psychological Association. My research interest focused on justice research, in particular the justice motive, consequnces of unjust experiences, consequences for the school setting.
In two cross-sectional questionnaire studies with N = 2,931 German students, aged between 12 and ... more In two cross-sectional questionnaire studies with N = 2,931 German students, aged between 12 and 17 years (M = 14.1, SD = 0.5), we investigated the relation between students' bullying behavior and their personal belief in a just world (BJW). We considered students' personal experience of teacher justice as a possible mediator in this relation and investigated whether the students' experiences of their teachers' classroom management explained bullying behavior in addition to personal BJW and teacher justice, while statistically controlling for sex and school type. In both studies, multilevel modeling results showed that the more students endorsed personal BJW and the more they evaluated their teachers' behavior toward them personally as being just, the less likely they were to report that they bullied others. The students' personal experience of teacher justice mediated the association of personal BJW with bullying. Furthermore, the students' personal experience of classroom management significantly predicted bullying in addition to personal BJW and teacher justice. The observed relations were mainly significant at the individual level. The pattern of results persisted when we controlled for school type and when we considered student sex as a moderator. We discussed the adaptive functions of BJW and implications for future school research and practice.
Assessing students' aptitude and educational performance and grading them on a hierarchical s... more Assessing students' aptitude and educational performance and grading them on a hierarchical scale is a universal feature of the schooling process. In light of grades' instrumental, motivational, and symbolic saliency in students' school experience, it is not ...
Risk analysis : an official publication of the Society for Risk Analysis, Jan 18, 2016
Research indicates that individuals high in belief in a just world (BJW) are confident that they ... more Research indicates that individuals high in belief in a just world (BJW) are confident that they will not fall victim to unforeseeable disasters. The current study tested the hypothesis that BJW acts as buffer that serves to sustain mood and career prospects of those in need of risk protection. Threat was manipulated by confronting participants with risks regarding their career outlook, and individual differences in threat perception were measured by degree of uncertainty tolerance. As hypothesized, BJW helped protect the mood of participants threatened by serious career-related risks who were unable to tolerate uncertainty. The finding supported the buffer hypothesis regarding mood, but not career prospects, possibly due to a more conscious mindset or variability in self-efficacy. However, BJW was overall positively associated with career prospects. Moreover, it was suggested that BJW can also serve as a personal resource, not only protecting from risk, but also enhancing mood amon...
ABSTRACT Im vorliegenden Kapitel stellen wir die beiden wesentlichen Grundlagen dieses Buches vor... more ABSTRACT Im vorliegenden Kapitel stellen wir die beiden wesentlichen Grundlagen dieses Buches vor, den inhaltsorientieren Ansatz der Gerechtigkeitspsychologie, der nach dem ,Was' der Gerechtigkeit fragt, sowie den motivationalen Ansatz, der das menschliche Streben nach Gerechtigkeit in den Mittelpunkt stellt. In the chapter on hand, we introduce the two essential bases of this book: The associative approach of justice psychology which addresses the 'what' of justice, as well as the motivational approach which highlights the human striving for justice. See: http://link.springer.com/book/10.1007%2F978-3-531-93128-9
... Y1) = о» + ЬгС! + (bi + bïbOYl. Page 8. Es ist jetzt leicht zu erkennen, daß sich der totale ... more ... Y1) = о» + ЬгС! + (bi + bïbOYl. Page 8. Es ist jetzt leicht zu erkennen, daß sich der totale Effekt (biba + Ьг ) bzw. Cbi + baba) jeweils aus direktem (bi bzw. b2) und indirektem [bib3 bzw. bzb*) Effekt zusammensetzt. Sind Ьз und ...
In two cross-sectional questionnaire studies with N = 2,931 German students, aged between 12 and ... more In two cross-sectional questionnaire studies with N = 2,931 German students, aged between 12 and 17 years (M = 14.1, SD = 0.5), we investigated the relation between students' bullying behavior and their personal belief in a just world (BJW). We considered students' personal experience of teacher justice as a possible mediator in this relation and investigated whether the students' experiences of their teachers' classroom management explained bullying behavior in addition to personal BJW and teacher justice, while statistically controlling for sex and school type. In both studies, multilevel modeling results showed that the more students endorsed personal BJW and the more they evaluated their teachers' behavior toward them personally as being just, the less likely they were to report that they bullied others. The students' personal experience of teacher justice mediated the association of personal BJW with bullying. Furthermore, the students' personal experience of classroom management significantly predicted bullying in addition to personal BJW and teacher justice. The observed relations were mainly significant at the individual level. The pattern of results persisted when we controlled for school type and when we considered student sex as a moderator. We discussed the adaptive functions of BJW and implications for future school research and practice.
Assessing students' aptitude and educational performance and grading them on a hierarchical s... more Assessing students' aptitude and educational performance and grading them on a hierarchical scale is a universal feature of the schooling process. In light of grades' instrumental, motivational, and symbolic saliency in students' school experience, it is not ...
Risk analysis : an official publication of the Society for Risk Analysis, Jan 18, 2016
Research indicates that individuals high in belief in a just world (BJW) are confident that they ... more Research indicates that individuals high in belief in a just world (BJW) are confident that they will not fall victim to unforeseeable disasters. The current study tested the hypothesis that BJW acts as buffer that serves to sustain mood and career prospects of those in need of risk protection. Threat was manipulated by confronting participants with risks regarding their career outlook, and individual differences in threat perception were measured by degree of uncertainty tolerance. As hypothesized, BJW helped protect the mood of participants threatened by serious career-related risks who were unable to tolerate uncertainty. The finding supported the buffer hypothesis regarding mood, but not career prospects, possibly due to a more conscious mindset or variability in self-efficacy. However, BJW was overall positively associated with career prospects. Moreover, it was suggested that BJW can also serve as a personal resource, not only protecting from risk, but also enhancing mood amon...
ABSTRACT Im vorliegenden Kapitel stellen wir die beiden wesentlichen Grundlagen dieses Buches vor... more ABSTRACT Im vorliegenden Kapitel stellen wir die beiden wesentlichen Grundlagen dieses Buches vor, den inhaltsorientieren Ansatz der Gerechtigkeitspsychologie, der nach dem ,Was' der Gerechtigkeit fragt, sowie den motivationalen Ansatz, der das menschliche Streben nach Gerechtigkeit in den Mittelpunkt stellt. In the chapter on hand, we introduce the two essential bases of this book: The associative approach of justice psychology which addresses the 'what' of justice, as well as the motivational approach which highlights the human striving for justice. See: http://link.springer.com/book/10.1007%2F978-3-531-93128-9
... Y1) = о» + ЬгС! + (bi + bïbOYl. Page 8. Es ist jetzt leicht zu erkennen, daß sich der totale ... more ... Y1) = о» + ЬгС! + (bi + bïbOYl. Page 8. Es ist jetzt leicht zu erkennen, daß sich der totale Effekt (biba + Ьг ) bzw. Cbi + baba) jeweils aus direktem (bi bzw. b2) und indirektem [bib3 bzw. bzb*) Effekt zusammensetzt. Sind Ьз und ...
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Papers by Claudia Dalbert