باور به دنياي عادلانه و ناعادلانه، عدالت رفتاري، عدالت در ارزيابي و استرس منفي در مدرسه

Belief to the Just and Unjust World, Behavioral Justice, Justice in Evaluation and Distress at School

The main purpose of this research were the investi­gate relations between belief to the just and unjust world, behavioral justice and justice in evaluation with distress at school among guidance schools students in Esfahan city. For reach to the research aims, from guidance schoolʹs students, 467 persons selected with using two stage sampling to answer research ques­tionnaires. Questionnaires which used in research were: personal belief to the just world with 7 items, belief to an unjust world with 3 items, behavioral jus­tice with one item, justice in evaluation with 3 items and distress at school with 2 items. Data analyzed with using personʹs correlation coefficient and moderated hierarchical regression analysis. Results showed that there are negative significant relations between belief to the just world with belief to the unjust world (r=- 0.145) and distress at school (r=-0.232). There were positive significant relations between belief to the just world with justice in evaluation (r=0.302) and behav­ioral justice (r=0.208). Belief to the unjust world have negative significant relations with justice in evaluation (r=-0.139) and behavioral justice (r=-0.105). Also jus­tice evaluation have positive significant relation with behavioral justice (r=0.457) and negative significant relation with distress at school (r=0.308). Also behav­ioral justice have negative significant relation with dis­tress at school (r=-0.308). The results of moderated hierarchical regression showed that, gender moderate the relation between behavioral justices with distress at school. That is, the relation between behavioral jus­tices with distress was highest for sisters than boys.