Relationship between Rational Thinking and Belief in a Just World

1980 ◽  
Vol 46 (1) ◽  
pp. 161-162 ◽  
Author(s):  
Clayton T. Shorkey
Keyword(s):  
Undergraduate Students ◽  
Rational Behavior ◽  
Just World ◽  
Rational Thinking ◽  
Pearson Coefficient ◽  
The World ◽  
The Relationship

The relationship between rational thinking and belief in a just world was examined using scores on the Rational Behavior Inventory and the Just World Scale from 129 undergraduate students. It was hypothesized that rational thinking would be incompatible with absolutistic beliefs that the world is a just place. A Pearson coefficient of —.11 was computed between scores on the two scales; this supports the hypothesis that neither absolutistic acceptance nor rejection of a belief in a just world is related to rational thinking.

scholarly journals The Relationship between Just World Beliefs and Life Satisfaction

2020 ◽  
Vol 17 (17) ◽  
pp. 6410
Author(s):  
Warren G. Harding ◽  
Jasmin Tahmaseb McConatha ◽  
V. K. Kumar
Keyword(s):  
Life Satisfaction ◽  
Satisfaction With Life ◽  
Factor Model ◽  
Lower Class ◽  
Medium Effect ◽  
Just World Beliefs ◽  
Just World ◽  
The World ◽  
Procedural Concerns ◽  
The Relationship

An important and often unexplored factor shaping life satisfaction is one’s perception of the world as a “just” place. The “just world hypothesis” is predicated on the idea that the world works as a place where people get what they merit, an idea that often serves as a means for people to rationalize injustices. The research addressing just world beliefs has expanded into a four-factor model that categorizes just world beliefs for self and others into subcategories of distributive and procedural justice. Distributive justice involves evaluations of the fairness of outcomes, allocations, or distribution of resources, while procedural concerns evaluations of the fairness of decision processes, rules, or interpersonal treatment. This study explored the relationship between the four just world beliefs subscales and overall satisfaction with life and examined their associations with demographic variables including ethnicity, age, gender, religion, and social class. The relationships of demographic factors with justice beliefs and life satisfaction generally yielded very small effect sizes. However, respondents who identified themselves as middle and upper class reported higher levels of life satisfaction than those who identified themselves as lower class, with a medium effect size. Consistent with the results of earlier research, regressing life satisfaction on the four justice beliefs subscales indicated that the two self-subscales (distributive and procedural) were significantly predictive of life satisfaction, but the two other subscales (distributive and procedural) were not.

Is Belief in a Just World Rational?

1998 ◽  
Vol 83 (2) ◽  
pp. 423-426 ◽  
Author(s):  
Deborah A. Stowers ◽  
Mark W. Durm
Keyword(s):  
Older Women ◽  
Significant Relationship ◽  
Irrational Beliefs ◽  
Irrational Belief ◽  
Just World ◽  
Rational Thinking ◽  
Irrational Thinking ◽  
Post Hoc ◽  
The Relationship

To estimate the relationship between the belief in a just world and irrational thinking, 62 undergraduates completed the Jones Irrational Beliefs Test and the Multidimensional Belief in a Just World Scale. It was hypothesized that belief in a just world precluded rational thinking. No significant correlations were found between scores on irrational beliefs and beliefs in a just world; however, post hoc tests indicated a significant relationship between age and scores on irrational belief in women, indicating that perhaps the older women were less prone to irrational beliefs.

scholarly journals Aggression and Belief in a Just World Among Adolescents from Belarus and Ukraine: A Comparative Analysis

2021 ◽  
Vol 10 (1) ◽  
pp. 150-179
Author(s):  
P.M. Larionov ◽  
E.K. Ageenkova ◽  
V.S. Smeyan
Keyword(s):  
Comparative Analysis ◽  
Aggressive Behavior ◽  
Modern Society ◽  
Just World ◽  
General Belief ◽  
Personal Belief ◽  
The World ◽  
Aggression Questionnaire ◽  
Culture Of Violence ◽  
The Relationship

In connection with the spread of a culture of violence in modern society the problem of aggressive behavior of adolescents takes on new impetus. For a comprehensive consideration of this problem, one should take into account not only the intrapersonal and interpersonal aspects of the personality relations system, but also its relations with the world, which can be expressed in the two forms of the belief in a just world — general belief in a just world and personal belief in a just world. 70 Belarusian and 109 Ukrainian adolescents completed two questionnaires: the Buss–Perry Aggression Questionnaire and the Just World Scale by C. Dalbert. It was found that Belarusian adolescents are characterized by lower aggression compared to Ukrainian ones. The relationship between aggression and the two forms of belief in a just world (general and personal belief in a just world) is negative among Belarusians and Ukrainian adolescents. Belarusian and Ukrainian adolescents on average believe that the world is “rather fair”. This indicates a similar view of the world among adolescents in both cultures.

Coping Style as a Mediator of the Relationship Between Depressive Symptoms and Deliberate Self-Harm

Crisis ◽  
2011 ◽  
Vol 32 (5) ◽  
pp. 272-279 ◽  
Author(s):  
Allison S. Christian ◽  
Kristen M. McCabe
Keyword(s):  
Depressive Symptoms ◽  
Undergraduate Students ◽  
Cross Sectional Study ◽  
Self Report ◽  
Hierarchical Regression ◽  
Cross Sectional ◽  
Deliberate Self Harm ◽  
Self Blame ◽  
Self Harm ◽  
The Relationship

Background: Deliberate self-harm (DSH) occurs with high frequency among clinical and nonclinical youth populations. Although depression has been consistently linked with the behavior, not all depressed individuals engage in DSH. Aims: The current study examined maladaptive coping strategies (i.e., self-blame, distancing, and self-isolation) as mediators between depression and DSH among undergraduate students. Methods: 202 students from undergraduate psychology courses at a private university in Southern California (77.7% women) completed anonymous self-report measures. Results: A hierarchical regression model found no differences in DSH history across demographic variables. Among coping variables, self-isolation alone was significantly related to DSH. A full meditational model was supported: Depressive symptoms were significantly related to DSH, but adding self-isolation to the model rendered the relationship nonsignificant. Limitations: The cross-sectional study design prevents determination of whether a casual relation exists between self-isolation and DSH, and obscures the direction of that relationship. Conclusions: Results suggest targeting self-isolation as a means of DSH prevention and intervention among nonclinical, youth populations.

Kazakhstan’s Economic Growth in the Context of the World Economy

2006 ◽  
pp. 133-146 ◽  
Author(s):  
K. Arystanbekov
Keyword(s):  
Economic Growth ◽  
Economic Policy ◽  
World Economy ◽  
World Ocean ◽  
Direct Access ◽  
Crude Petroleum ◽  
Nation States ◽  
The World ◽  
The Relationship

Kazakhstan’s economic policy results in 1995-2005 are considered in the article. In particular, the analysis of the relationship between economic growth and some indicators of nation states - population, territory, direct access to the World Ocean, and extraction of crude petroleum - is presented. Basic problems in the sphere of economic policy in Kazakhstan are formulated.

Virginia Woolf and Being-in-the-world

2017 ◽  
Author(s):  
Emma Simone
Keyword(s):  
Virginia Woolf ◽  
Historical Context ◽  
The Political ◽  
Cartesian Dualism ◽  
Self And Other ◽  
The World ◽  
Binary Oppositions ◽  
The Individual ◽  
The Relationship ◽  
Existential Perspective

Virginia Woolf and Being-in-the-world: A Heideggerian Study explores Woolf’s treatment of the relationship between self and world from a phenomenological-existential perspective. This study presents a timely and compelling interpretation of Virginia Woolf’s textual treatment of the relationship between self and world from the perspective of the philosophy of Martin Heidegger. Drawing on Woolf’s novels, essays, reviews, letters, diary entries, short stories, and memoirs, the book explores the political and the ontological, as the individual’s connection to the world comes to be defined by an involvement and engagement that is always already situated within a particular physical, societal, and historical context. Emma Simone argues that at the heart of what it means to be an individual making his or her way in the world, the perspectives of Woolf and Heidegger are founded upon certain shared concerns, including the sustained critique of Cartesian dualism, particularly the resultant binary oppositions of subject and object, and self and Other; the understanding that the individual is a temporal being; an emphasis upon intersubjective relations insofar as Being-in-the-world is defined by Being-with-Others; and a consistent emphasis upon average everydayness as both determinative and representative of the individual’s relationship to and with the world.

A Māori Girl Watches, Listens, and Learns – Coming of Age from an Indigenous Viewpoint: Mauri (Merata Mita, 1988)

2018 ◽  
Author(s):  
Alistair Fox
Keyword(s):  
Indigenous People ◽  
Coming Of Age ◽  
Natural World ◽  
Feature Film ◽  
Indigenous Woman ◽  
Spiritual Dimension ◽  
The World ◽  
Life Force ◽  
Relationship Of ◽  
The Relationship

This chapter examines Merata Mita’s Mauri, the first fiction feature film in the world to be solely written and directed by an indigenous woman, as an example of “Fourth Cinema” – that is, a form of filmmaking that aims to create, produce, and transmit the stories of indigenous people, and in their own image – showing how Mita presents the coming-of-age story of a Māori girl who grows into an understanding of the spiritual dimension of the relationship of her people to the natural world, and to the ancestors who have preceded them. The discussion demonstrates how the film adopts storytelling procedures that reflect a distinctively Māori view of time and are designed to signify the presence of the mauri (or life force) in the Māori world.

On Metaphysics and the Political: A Polemics of Reading Baudelaire in the 1930s

2019 ◽  
Vol 58 (2) ◽  
pp. 249-259
Author(s):  
Joseph Acquisto
Keyword(s):  
Twentieth Century ◽  
Political Crisis ◽  
The Political ◽  
Modern Poetry ◽  
Progressive Politics ◽  
The World ◽  
Relationship Of ◽  
The Relationship ◽  
Insight Into

This essay examines a polemic between two Baudelaire critics of the 1930s, Jean Cassou and Benjamin Fondane, which centered on the relationship of poetry to progressive politics and metaphysics. I argue that a return to Baudelaire's poetry can yield insight into what seems like an impasse in Cassou and Fondane. Baudelaire provides the possibility of realigning metaphysics and politics so that poetry has the potential to become the space in which we can begin to think the two of them together, as opposed to seeing them in unresolvable tension. Or rather, the tension that Baudelaire animates between the two allows us a new way of thinking about the role of esthetics in moments of political crisis. We can in some ways see Baudelaire as responding, avant la lettre, to two of his early twentieth-century readers who correctly perceived his work as the space that breathes a new urgency into the questions of how modern poetry relates to the world from which it springs and in which it intervenes.

Social Justice and Critical/Performative Communicative Pedagogy

2011 ◽  
Vol 4 (1) ◽  
pp. 21-34 ◽  
Author(s):  
John T. Warren
Keyword(s):  
Qualitative Research ◽  
Social Justice ◽  
Classroom Interactions ◽  
Point Of View ◽  
Constitutive Relationship ◽  
Just World ◽  
The World ◽  
Analytical Point ◽  
Embodied Pedagogy

Through narratives and critical interrogations of classroom interactions, I sketch an argument for a co-constitutive relationship between qualitative research and pedagogy that imagines a more reflexive and socially just world. Through story, one comes to see an interplay between one's own experiences, one's own desires and one's community — I seek to focus that potential into an embodied pedagogy that highlights power and, as a result, holds all of us accountable for our own situated-ness in systems of power in ways that grant us potential places from which to enact change. Key in this discussion is a careful analytical point of view for seeing the world and a set of practices that work to imagine new ways of talking back.

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