Yuening An,1 Aitao Lu,1 Wanyi Chen,1 Shengping Xue,1 Xiayao Ke,1 Jiayi Li,1 Weiyan He2 

1Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, China; School of Psychology, South China Normal University, Guangzhou People’s Republic of China; 2Yanshan County Ethnic High School, Yanshan County, Wenshan Prefecture, Wenshan, Yunnan Province, People’s Republic of China

Correspondence: Aitao Lu, Center for Studies of Psychological Application, South China Normal University, Guangzhou, People’s Republic of China, Tel +86 8521-6510, Fax +86 8521-6033, Email lu_yoyo@yeah.net; atlupsy@gmail.com

Introduction: While numerous studies have investigated the correlations between Belief in a Just World (BJW) and various variables, research on its stability and changes among different individuals, particularly in China, remains limited.
Methods: This study aims to identify the classification and trajectories of BJW among Chinese adolescents using a person-oriented approach, including latent profile analysis and latent transition analysis. It also examines the impact of social status on BJW and its influence on self-regulated learning. The longitudinal data were collected from 756 Chinese high school students (35.71% male, Mage = 16.00, age range = 14– 19).
Results: Three distinct BJW profiles were identified: High-level BJW (~33%), Moderate-level BJW (~51%), and Low-level BJW (~14%). The findings indicate that membership in moderate and high BJW profiles was relatively stable, while the low-level BJW profile showed moderate stability. Higher perceptions of BJW were associated with higher subjective social status. Additionally, students in the High-level BJW profile exhibited the highest levels of self-regulated learning, even after controlling for gender, residence, class cadre, and parental educational levels.
Discussion: These results suggest that subjective social status can enhance Belief in a Just World, which in turn fosters better self-regulated learning skills. The study offers insights into the role of BJW and provides implications for interventions aimed at improving BJW and associated outcomes.

Keywords: belief in a just world, self-regulated learning, social status, justice motive theory