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Most research on justice perceptions stems from high-income contexts, even though most youth grow up in contexts of inequality and injustice. This study examines the development of justice perceptions in 659 Brazilian adolescents (51.3% male; 45.2% White) in São Paulo across 3 years, ages 12, 13, and 14. Perceptions of justice of the world declined with age and perceived justice in one's personal life differed across ethnic, economic, and educational groups. Privileged groups differentiated more between their evaluations of the world and their personal lives. K-means clustering revealed five trajectories of justice beliefs, which significantly differed across school type, race/ethnicity, and income levels. Evidence suggests that personal belief in a just world reflects known social group inequalities.

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Just world belief and system justification have previously been proposed to explain actions and beliefs of disadvantaged groups, but rarely together and never simultaneously in participants of color. A necessary expansion of work in this area is among African-American participants with differing views of race and how those views influence justice perceptions. Racial ideologies, used in African-American racial identity research, were studied as possible predictors of belief in a just world and system justification scores. The four racial ideologies examined in this study are assimilationist, humanist, nationalist, and oppressed minority. The current study examines belief in a just world and system justification as predicted by racial ideology. Participants (n = 261) responded to an online survey containing racial ideology items from the Multidimensional Model of Racial Identity (MMRI), the General and Personal Just World Scales, and the General System Justification Survey. Hierarchical linear regression was conducted, finding that nationalist ideology significantly predicted system justification and general just world belief.

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Psychology has primarily studied hope as a value-neutral trait even though it has a history of being counted among the virtues. The current study seeks to conceptualize hope as a virtue while building on the dominant empirical paradigm (Hope Theory; Snyder, 2002). Ithemba is the isiZulu word for hope, and this qualitative study investigated the lived experiences and meaning construction of ithemba/hope among 13 nominated moral exemplars in a South African township. Participants ranged from 20 to 75+, including farmers, educators, caregivers, entrepreneurs, and construction workers. Independent coders conducted thematic analysis from a theoretical top-down process (within Hope Theory and virtue science frameworks) and an inductive bottom-up approach (open coding). Data reflected much of the existing Hope Theory model; however, many pathways were relational and spiritual, and goals were inherently beneficial to others. A virtue science framework was used to construct the cognitive, motivational, and behavioral dimensions of virtuous hope. This study constructed the operational definition of virtuous hope as the ardent pursuit of realizing a particular vision of the common good with intention and action, often growing out of adversity and shaped in relation to other people and the transcendent. Supplementary Information: The online version contains supplementary material available at 10.1007/s41042-022-00083-1.

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This study provides a rigorous assessment of a community-based early child development (ECD) intervention to understand the drivers of caregivers' reading and playing practices in a low-resourced township in South Africa. Mentors visited 157 homes biweekly (2474 observations from 2019-21; children ages 0-5), completing surveys regarding caregiver behaviors and engagement. One hundred and fifty-seven caregivers (mostly Black, Zulu women) participated in the program during this time period and completed surveys biannually on their support system (modified version of the Multidimensional Scale of Perceived Support) and ECD beliefs (modified versions of the Parental Play Beliefs Scale and the Parent Opinion Survey). Longitudinal Hierarchical Linear Model revealed that several behaviors and beliefs significantly predicted positive parenting behaviors. Regression discontinuity plots suggest that positive parenting behaviors could continue and even improve following Covid-19 shutdowns, especially in homes with more intervention visits. This paper provides translational evidence on tangible ways interventions can engage caregivers in stimulating ECD behaviors.

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The purpose of this study was to understand the complex relationships between belief in a just world (BJW), perceived control, perceived risk to self and others, and hopelessness among a globally diverse sample during the early stages of the COVID-19 pandemic. The just-world hypothesis suggests that people need to believe in a just world in which they get what they deserve and deserve what they get. Studies have shown that believing in a just world has an adaptive function for individuals. Samples from six countries completed an online questionnaire. A total of 1,250 people participated (934 female) and ages ranged from 16 to 84 years old (M = 36.3, SD = 15.5). The results showed that, when controlling for gender, age, country of residence, and being in a risk group for COVID-19 (e.g., smoker, old age, chronic disease etc.), a stronger personal and general BJW and higher perceived control over the COVID-19 pandemic predicted lower levels of hopelessness. How at-risk participants perceived themselves to be for COVID-19 positively predicted hopelessness, but how risky participants perceived the disease to be for others negatively predicted hopelessness. This study highlights how the distinction between self and others influences hopelessness and how BJW, especially personal BJW, can serve as a psychological resource during times of historic uncertainty. Supplementary Information: The online version contains supplementary material available at 10.1007/s12144-022-03172-1.

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Youth gun carrying is associated with a range of adverse outcomes, including increased risks for homicide, suicide, school disciplinary problems, and criminal legal involvement. In this study we examined the association between state-level household firearm ownership rates and the odds of past-year gun carrying among high-school-aged youth. Using survey-weighted multivariable logistic regression models, results showed that each 1% point increase in state-level gun ownership was associated with a 2.7% (95% confidence interval [CI] = [1.1%, 4.2%], p = 0.001) increased odds of youth gun carrying, controlling for histories of school-based victimization, physical fighting, and substance use. Among a subset of weapon-carrying youth, state-level firearm availability was a significant factor in determining whether the weapon carried was a gun or a less lethal (i.e., nonfirearm) weapon (odds ratio = 1.021, 95% CI = [1.005, 1.038], p = 0.01). These findings show that firearm availability confers additional risk for youth gun carrying beyond the psychosocial risks emphasized in prior research and efforts to restrict youth access to firearms might be particularly important, especially in communities with high levels of household gun ownership.

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Perceptions of justice have been extensively researched within just world theory as both defensive coping mechanisms and as personal resources. This paper advocates for more programmatic efforts to be devoted to understanding perceptions of justice as rational reflections of individual access to justice. Justice Capital is conceptualised here as an individual difference based on status, microsystem authorities, effort-effect pipeline, voice, and society. These dimensions can overlap and operate on both personal and systemic levels. It is a form of capital to experience the effect of one's actions, to be treated fairly by authorities, to self-advocate, and to live in a society that has a higher justice baseline. Currently, just-world theory correlational research alternates between its positive and negative effects and between viewing belief in a just world as a predictor or as an outcome. For research to move forward productively in this field, researchers must articulate and investigate when self-evaluations of justice are rational reflections of participants' individual access to justice and connect research to existing injustices. This paper points to existing evidence of a Justice Capital interpretation and suggests how this construct can advance the theory into new directions of empirical research.

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During adolescence, individuals make judgements on the legitimacy of authorities to make and enforce rules and they differentiate between various types of rules. This study tracked a socially and racially diverse sample (47% White) of 800 Brazilians for three years, ages 11-13 (50% female), allowing for variation between issues and individuals. The strongest predictors of compliance were adolescents' beliefs that parents were legitimate authorities. Other significant predictors were authorities' procedural justice and disciplinary practices. Legitimacy attributions partially mediated the relationship between procedural justice and compliance. Compliance and legitimacy varied across issues. Across time, parenting variables diminished in predictive strength while legitimacy attributions increased. Procedural justice practices may partially establish parental legitimacy, while disciplinary practices are less effective and perhaps counter-productive.

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Drawing from just world theory and system justification theory, this study explores how privileged status influences perceptions of justice. Data from 475 Brazilian adolescents across three schools shed light on how adolescents' social demographics (ethnicity, education, and income) influence their perceptions of fairness. Adolescents from higher income or educational privilege backgrounds had higher personal belief in a just world (BJW), and better perceptions of legal authorities, but lower general BJW. The opposite was true for less privileged adolescents, indicating that those from lower income homes are less likely to differentiate between personal and general BJW. Contrary to the hypothesis, ethnicity was not a significant variable, but the results were in the expected direction. This research is discussed under the framework of system justification theory and just world theory and provides insight into how the theories complement each other in socially unequal contexts.

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The purpose of this study was to examine the relationship of school climate, teacher defending, and friends on bullying and victimization. Participants were 2273 high school students from 3 public schools (an all girls, all boys boarding, and a co-ed day) in Kenya. A structural equation model was used to examine relationships between school climate, teacher behavior toward bullying, and student demographic characteristics, and bullying. Results revealed that a positive school climate was associated with less bullying behavior and victimization. In addition, when students reported that teachers stop bullying by students, bullying behavior and victimization scores were lower. Contrary to previous research these results showed that residents of a boys only boarding school were less likely to report bullying behavior than residents of an all girls school, or students at a co-educational institution. Furthermore, there were no differences in bullying behavior or victimization by gender or grade level. Implications of these results are discussed.

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Purpose The current study explored girls' perceptions of the impact of sanitary pads' intervention on their school attendance and grades. Methods Participants included 150 girls in 6th, 7th, and 8th grade in two rural schools in Kenya. Participants completed a questionnaire on menstrual health issues and the perceived impact on school attendance and academic performance. Results Results indicated that of all participants (150), those who had passed menarche and had cloth pads had similar comfort levels at school as those who had not yet had their period. Of those who had reached menarche (with pads n = 34, without pads n = 91), they answered questions about how much their period interfered with their attendance and grades. Those who had received the pads reported significantly less negative influence on their attendance and schoolwork than those who did not have pads. They also reported significantly lower levels of wanting to hide their menstrual cycle from friends and family. In addition, they reported significantly higher levels of comfort at home and school than those who did not have pads. Finally, those with pads reported significantly lower levels of fear during their period. Conclusion These findings suggest providing girls with pads minimizes the barriers to successful schooling.

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The purpose of this study is to understand the development of Brazilian adolescents' justice perceptions across different contexts of educational privilege. Past research has found that, in adolescence, the belief in a just world (BJW) differentiates between personal and general and declines. However, prior research has not included adolescents from various socioeconomic statuses, samples in Latin America, or focused on the role of the educational context on the developmental trajectory. Participants were 385 adolescents from 3 schools (private, public and military) in Southern Brazil between 9th and 11th grade. Students completed the personal and general BJW survey. Results revealed a significant interaction of school and grade level of adolescents' personal BJW. Contrary to previous research, personal and general BJW was not always lower in higher grades. Among privileged educational contexts, data indicated that personal BJW may even increase, with the decrease notable in the lower resourced school. In contrast, general BJW was relatively consistent across all Brazilian adolescents. Results provide important insight into the role that privilege and education play across adolescents' development of BJW. This research questions the generalizability of previous studies on the development of BJW and indicates that the trajectory may be dependent upon educational and cultural context.

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This study is a cross-sectional analysis of Kenyan adolescents' beliefs in a just world (BJW). Prior research suggests that BJW declines across adolescence and differentiate between Personal and General BJW. However, little research has been conducted in African samples or developing economies. Adolescents from three schools in Western Kenya (n = 1960) completed the questionnaires to understand how their Personal and General BJW differed across grades, and between schools, tribes, and sexes. Contrary to prior research, there was not a downward trend of BJW across adolescence. Instead, the trajectory was dependent upon the school and demographics. There were significant differences between males and females, which may reflect gender inequalities of the traditional Kenyan society. There were also significant differences between tribal groups, with those in dominant or majority tribes having higher perceptions of justice. This study discusses the role that inequality plays in adolescents' BJW and the implications for future cross-cultural research.

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