Belief in a Just World, School Stress and Academic Success

Belief in a just world, a construct first introduced by Lerner (1978), has been the topic ofpsychological research for the past forty years (Lerner, 1965; Rubin & Peplau, 1973; Tomaka & Blascovich, 1994; Dalbert, 1999; Hafer, 2000; Furnham, 2003). Much of the research conducted on the belief in a just world focused on its cognitive use as a protective mechanism. For example, Belief in a JustWorld (BJW) has been positively correlated with helping behavior (Beirhoff, 2002), commitment to long range goals (Hafer, 2000), positive well-being (Dalbert, 2000), and negatively associatedwith stress (Takoma & Blascovich, 1994). In the present study, over 400 adolescents from grades 7th through 12th were administered measures ofBJW and school stress. Further, student records were also reviewed for disciplinary actions, absenteeism, tardiness and end of the year grades in four core subject areas. Pearson product-moment correlations revealed significant positive relationships between BJW and academic performance and significant negative associations between BJW and stress. BJW was also negatively associated with disciplinary actions. Further analysis utilizing an ANOVA and Post Hoc comparisons revealed differences in BJW by grade level. Finally, a stepwise multiple regression revealed that BJW was a significant predictor ofoverall academic achievement alongwith discipline referrals, perceived stress, and absenteeism. Belief in a just world 3 Belief in a Just World, School Stress and Academic Success Lerner (1978) introduced the belief in a just world (BJW) concept in 1965 and presented the just world hypothesis as, "Individuals have a need to believe that they live in a world where people generally get what they deserve (p. 1030). " He continued to state that this belief is necessary in order for an individual to face his or her environment and commit to long range goals. Empirical facts, however, indicate that BJW is an illusion, as people at times have not obtained what they deserve either favorably or unfavorably. This is to say, throughout history people have been treated unfairly both by escaping punishment, and by being rewarded for their transgressions. Although BJW is a positive illusion (by giving a sense oforder and predictability), it has an adaptive function; therefore, a BJW, though false, is difficult to give up. This cognitive schema, a mixture of reality and perceptions, allows one to remain cognitively protected in the environment. Individuals with a strong sense of a BJW view the world as being orderly and manageable. These individuals are confident that hard work will be rewarded and that pain and suffering can be avoided ifone follows preestablished environmental rules (Lerner, 1997). Due to the apparent cognitive protective factor that a sense of a BJW provides, one in turn, interprets environmental situations to fit this schema, avoiding cognitive dissonance, andmaintaining the belief (Lerner, 1980). In other words, when actual events do not fit one's current belief system one experiences cognitive discomfort. However, BJW cognitions allow one to reinterpret the environmental situation in order to fit one's belief system and thus alleviate any discomfort. In turn, the reduction of discomfort serves to reinforce one's BJW. Development ofBJW Belief in a just world 4 Lerner (1980) asserted that to some degree, a belief in a just world is "natural and inevitable (p. 12). " According to Lernerwe begin to foster this belief from infancy, typically by developing a sense of fairness. Cultural messages that children receive from family, school, peers, and the mass media all support the notion that people get what they deserve. Young children principally are exposed to BJW through stories. Many of the folk tales passed down from generation to generation focus on the concept of fairness (Jose, 1990). Lerner (1980) reminds us ofAesop's fable inwhich the conscientious, hard working ant who worked hard to prepare for the coming ofwinter while the fanciful grasshopper played instead, and froze once winter arrived. That is how most children stories go. The "good guys" are equipped with the characteristics valued in society. With these characteristics they defeat the "bad guys" and are rewarded for their victory over them. The "badguys" then suffer the punishment they "deserve. " And let us not forgetMother Goose's "Three Little Pigs," where practical pig who built a strong house out ofbrick, warded of the "big badwolf while his fanciful brothers were at thewolfs