Matthias Donat
Biographic Data
| ID | 630966 |
|---|---|
| NAME | Matthias Donat |
| GIVEN NAMES | Matthias |
| FAMILY NAME | Donat |
| SIGNATURE | DONAT M |
| AFFILIATIONS | Martin Luther University Halle-Wittenberg |
| ORCID | 0000-0003-0256-147X |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 73 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
The role of belief in a just world for cognitive emotion regulation and well-being of university students: A cross-cultural second-order study
The belief in a just world has been shown to serve adaptive psychological functions and has been linked to better subjective well-being. Cognitive emotion regulation strategies, such as positive reappraisal and putting adverse events into perspective, can likewise support subjective well-being by helping individuals reframe emotionally challenging experiences. The present study examined the concurrent relationships between belief in a just world,…
Verbal Patterns and Effective Strategies in Cyberbullying Prevention and Intervention: A Systematic Review
Further Evidence for the Latent Structure and Relationship Between Belief in a Just World and Subjective Well-Being: A Commentary on the Latent Factor Approach by Hafer et al. (2020)
Just-world research frequently indicates a relatively strong and positive relation between belief in a just world (BJW) and subjective well-being (SWB). Researchers argue that BJW provides people with beneficial, adaptive functions allowing them to sustain mental health and well-being. Furthermore, BJW is often divided into two dimensions (personal and general BJW) which are usually positively related to each other but also differently to SBW. Ha…
Cyber-bullying among university students: Concurrent relations to belief in a just world and to empathy
The aim of this study was to investigate concurrent relations of belief in a just world (BJW), justice experiences, and empathy to cyber-bullying perpetration and victimization. Our theoretical framework contained a distinction between personal and general BJW and between affective and cognitive empathy. Due to theory and recent research, we expected students’ BJW, lecturer and fellow student justice, and empathy to relate negatively to cyber-bul…
Perspective-taking and belief in a just world matter: Adolescents’ role experiences in bullying processes
Bullying is a serious problem around the world, especially among adolescents. Evidence exists that low levels of social perspective-taking as well as belief in a just world played an important role in bullying. Both dispositions function as psychological resources that may help students behave appropriately in social life. Previous research identified distinct bullying roles such as perpetrator, victim, assistant, reinforcer, defender, and bystan…
Validation of the general and personal belief in a just world scales in Iran and their relations to perceived likelihood of kin favoritism
Cross-cultural generalisability of the belief in a just world: Factor analytic and psychometric evidence from six countries
Belief in a just world, perceived control, perceived risk, and hopelessness during the Covid-19 pandemic: Findings from a globally diverse sample
Students' Personal Belief in a Just World, Well-Being, and Academic Cheating: A Cross-National Study
A cross-national study with university students from Germany (n = 1135) and Turkey (n = 634) tested whether personal belief in a just world (PBJW) predicts students' life satisfaction and academic cheating. Based on the just-world theory and empirical findings in the school context, we expected university students with a stronger personal BJW to be more satisfied with their lives and cheat less than those with a weaker BJW. Further, we investigat…
Unjust behavior in the digital space: The relation between cyber-bullying and justice beliefs and experiences
Cultural mindset and bullying experiences: An eight-year trend study of adolescents' risk behaviors, internalizing problems, talking to friends, and social support
Being a good or a just teacher: Which experiences of teachers’ behavior can be more predictive of school bullying
In two cross-sectional questionnaire studies with N = 2,931 German students, aged between 12 and 17 years (M = 14.1, SD = 0.5), we investigated the relation between students' bullying behavior and their personal belief in a just world (BJW). We considered students' personal experience of teacher justice as a possible mediator in this relation and investigated whether the students' experiences of their teachers' classroom management explained bull…
Belief in a Just World as a Resource of Victimized Students
Russian Adaptations of General and Personal Belief in a Just World Scales: Validation and Psychometric Properties
The relation between students’ justice experiences and their school refusal behavior
The Meaning of Students' Personal Belief in a Just World for Positive and Negative Aspects of School-Specific Well-Being
Belief in a Just World
Belief in a Just World, Teacher Justice, and Bullying Behavior
The relation between school students’ belief in a just world ( BJW ) and their bullying behavior was investigated in a questionnaire study. The mediating role of teacher justice was also examined. Data were obtained from a total of N = 458 G erman and I ndian high school students. Regression analyses revealed that the more strongly students believed in a personal just world and the more they evaluated their teachers’ behavior toward them personal…
Belief in a Just World, Teacher Justice, and Bullying Behavior
The relation between school students’ belief in a just world ( BJW ) and their bullying behavior was investigated in a questionnaire study. The mediating role of teacher justice was also examined. Data were obtained from a total of N = 458 G erman and I ndian high school students. Regression analyses revealed that the more strongly students believed in a personal just world and the more they evaluated their teachers’ behavior toward them personal…
The Meaning of Students' Personal Belief in a Just World for Positive and Negative Aspects of School-Specific Well-Being
Belief in a Just World as a Resource of Victimized Students
Russian Adaptations of General and Personal Belief in a Just World Scales: Validation and Psychometric Properties
Students' Personal Belief in a Just World, Well-Being, and Academic Cheating: A Cross-National Study
A cross-national study with university students from Germany (n = 1135) and Turkey (n = 634) tested whether personal belief in a just world (PBJW) predicts students' life satisfaction and academic cheating. Based on the just-world theory and empirical findings in the school context, we expected university students with a stronger personal BJW to be more satisfied with their lives and cheat less than those with a weaker BJW. Further, we investigat…
Unjust behavior in the digital space: The relation between cyber-bullying and justice beliefs and experiences
Being a good or a just teacher: Which experiences of teachers’ behavior can be more predictive of school bullying
In two cross-sectional questionnaire studies with N = 2,931 German students, aged between 12 and 17 years (M = 14.1, SD = 0.5), we investigated the relation between students' bullying behavior and their personal belief in a just world (BJW). We considered students' personal experience of teacher justice as a possible mediator in this relation and investigated whether the students' experiences of their teachers' classroom management explained bull…
Cross-cultural generalisability of the belief in a just world: Factor analytic and psychometric evidence from six countries
The relation between students’ justice experiences and their school refusal behavior
Cultural mindset and bullying experiences: An eight-year trend study of adolescents' risk behaviors, internalizing problems, talking to friends, and social support
Belief in a Just World, Teacher Justice, and Bullying Behavior
The relation between school students’ belief in a just world ( BJW ) and their bullying behavior was investigated in a questionnaire study. The mediating role of teacher justice was also examined. Data were obtained from a total of N = 458 G erman and I ndian high school students. Regression analyses revealed that the more strongly students believed in a personal just world and the more they evaluated their teachers’ behavior toward them personal…
Belief in a Just World
The Meaning of Students' Personal Belief in a Just World for Positive and Negative Aspects of School-Specific Well-Being
The relation between students’ justice experiences and their school refusal behavior
Being a good or a just teacher: Which experiences of teachers’ behavior can be more predictive of school bullying
In two cross-sectional questionnaire studies with N = 2,931 German students, aged between 12 and 17 years (M = 14.1, SD = 0.5), we investigated the relation between students' bullying behavior and their personal belief in a just world (BJW). We considered students' personal experience of teacher justice as a possible mediator in this relation and investigated whether the students' experiences of their teachers' classroom management explained bull…
Belief in a Just World as a Resource of Victimized Students
Russian Adaptations of General and Personal Belief in a Just World Scales: Validation and Psychometric Properties
Unjust behavior in the digital space: The relation between cyber-bullying and justice beliefs and experiences
Cultural mindset and bullying experiences: An eight-year trend study of adolescents' risk behaviors, internalizing problems, talking to friends, and social support
Students' Personal Belief in a Just World, Well-Being, and Academic Cheating: A Cross-National Study
A cross-national study with university students from Germany (n = 1135) and Turkey (n = 634) tested whether personal belief in a just world (PBJW) predicts students' life satisfaction and academic cheating. Based on the just-world theory and empirical findings in the school context, we expected university students with a stronger personal BJW to be more satisfied with their lives and cheat less than those with a weaker BJW. Further, we investigat…
Belief in a just world, perceived control, perceived risk, and hopelessness during the Covid-19 pandemic: Findings from a globally diverse sample
Cyber-bullying among university students: Concurrent relations to belief in a just world and to empathy
The aim of this study was to investigate concurrent relations of belief in a just world (BJW), justice experiences, and empathy to cyber-bullying perpetration and victimization. Our theoretical framework contained a distinction between personal and general BJW and between affective and cognitive empathy. Due to theory and recent research, we expected students’ BJW, lecturer and fellow student justice, and empathy to relate negatively to cyber-bul…
Perspective-taking and belief in a just world matter: Adolescents’ role experiences in bullying processes
Bullying is a serious problem around the world, especially among adolescents. Evidence exists that low levels of social perspective-taking as well as belief in a just world played an important role in bullying. Both dispositions function as psychological resources that may help students behave appropriately in social life. Previous research identified distinct bullying roles such as perpetrator, victim, assistant, reinforcer, defender, and bystan…
Validation of the general and personal belief in a just world scales in Iran and their relations to perceived likelihood of kin favoritism
Cross-cultural generalisability of the belief in a just world: Factor analytic and psychometric evidence from six countries
Verbal Patterns and Effective Strategies in Cyberbullying Prevention and Intervention: A Systematic Review
Further Evidence for the Latent Structure and Relationship Between Belief in a Just World and Subjective Well-Being: A Commentary on the Latent Factor Approach by Hafer et al. (2020)
Just-world research frequently indicates a relatively strong and positive relation between belief in a just world (BJW) and subjective well-being (SWB). Researchers argue that BJW provides people with beneficial, adaptive functions allowing them to sustain mental health and well-being. Furthermore, BJW is often divided into two dimensions (personal and general BJW) which are usually positively related to each other but also differently to SBW. Ha…
The role of belief in a just world for cognitive emotion regulation and well-being of university students: A cross-cultural second-order study
The belief in a just world has been shown to serve adaptive psychological functions and has been linked to better subjective well-being. Cognitive emotion regulation strategies, such as positive reappraisal and putting adverse events into perspective, can likewise support subjective well-being by helping individuals reframe emotionally challenging experiences. The present study examined the concurrent relationships between belief in a just world,…
Psychology (16 works) · Social Psychology (16 works) · Just-world hypothesis (13 works) · Social Psychology (10 works) · Developmental psychology (9 works) · Economic Justice (9 works) · Bullying, Victimization, and Aggression (8 works) · Social and Intergroup Psychology (8 works) · Political science (7 works) · Structural equation modeling (7 works)