The Relationship Between Belief In A Just World And Subjective Well-being And Intervention Of Junior Middle School Students

Belief in a just world refers that people are motivated to believe in a just world where people generally get what they deserve and deserve what they get. It is similar to some traditional Chinese Sayings, such as "No pains, no gains", "You reap what you sow", "Good will be rewarded with good, evil with evil". Subjective well-being refers that people overall evaluate their quality of life according to their own standard. Belief in a just world have a significant impact on people’s mental health. It not only provides people with a sense of security and a sense of control, but also helps people actively respond to injustices, which happened in the society or themselves, in order to maintain their mental health.Psychological of junior middle school students is still immature. Their emotions are unstable. The external environment has a great impact on their belief in a just world. Whether the change of belief in a just world affects their subjective well-being is worth studying.However, although researchers have attempted to explain the relationship between belief in a just world and subjective well-being, the research in this area is few, and all of them are related research. Intervening individual’s belief in a just world to enhance their subjective well-being depending on just world belief theory is almost none. Study of belief in a just world and subjective well-being is still in the theoretical stage, and not applied to practice yet.This study carried out two studies aimed to investigate the relationship between junior middle school students’ belief in a just world and subjective well-being, and to intervene belief in a just world.Study 1, the investigation research on junior middle school students’ belief in a just world and subjective well-being. We randomly selected 606 junior middle school students in Handan, and used BJW and SWB questionnaires to measurement their belief in a just world and subjective well-being. We analyzed the current situation of junior middle school students’ belief in a just world and subjective well-being, then analyzed the relationship between belief in a just world and subjective well-being.Study 2, the group counseling intervention on junior middle school students’ belief in a just world. We randomly chose two homogeneous general classes from a junior middle school in Handan, one as the experimental class, another as the controlled class. Through the group counseling intervention on the experimental class’ belief in a just world, we investigated the impact of this intervention on the junior middle school students’ belief in a just world and subjective well-being, and explored the relationship between belief in a just world andsubjective well-being further.The conclusions are as follows:(1) Overall speaking, junior middle school students have a higher level of the belief in a just world. Among the five dimensions, the highest is the natural environmental justice, and the lowest is the social environmental justice. Junior middle school students’ belief in a just world is not significantly different in gender, grade and whether the only child, but in the urban-rural differences, urban junior middle school students’ belief in a just world is significantly higher than rural.(2) Overall speaking, junior middle school students have a higher level of the subjective well-being. Among the six dimensions, the highest is the family satisfaction, and the lowest is the academic satisfaction. Junior middle school students have a higher levels of happiness, as opposed to negative affect, junior middle school students experience more positive affect.Junior middle school students’ subjective well-being is not significantly different in gender and grade, but on whether the only child and the urban-rural differences, the only child’s life satisfaction and positive affect is significantly higher than non-child, and the urban junior middle school students’ life satisfaction is significantly higher than rural.(3) Junior middle school students’ belief in a just world has a significant positive correlation with their subjective well-being, life satisfaction and positive affect, but has a significant negative correlation with their negative affect. For junior middle school students,the higher belief in a just world is, the higher life satisfaction and positive affect is, and the lower negative affect is. Belief in a just world can well predict subjective well-being.(4) The group counseling intervention can improve the level of junior middle school students’ belief in a just world, and the intervention on belief in a just world can improve the level of subjective well-being.