Articles

Background. Psychological attention to the role of academic performance in university admission tests is still growing. This attention includes both the psychometric characteristics of these tests and the cognitive and non-cognitive factors that may affect performance in admission tests.  

Objective. This study aims to assess the stability and changes in the academic performance of students across two consecutive admission tests. It also aims to examine how participants’ genders and languages can relate to student academic performance.

Design. To test the research hypotheses, we sampled a large group of school graduates (n = 25.563) who applied and took two national university admission tests in 2024 in Kazakhstan. 

Results. The results of the Pearson correlation revealed that there is a positive association between the academic performance of applicants in two consecutive national admission test scores (r = .913). The paired t-test results suggested that they were statistically significant, with the largest increase in overall scores (ΔM = .96). Gender was found to affect the academic performance such that females outperformed males (85.6% vs. 64.6% pass rates), showing stronger effect sizes. There were also statistical differences between the two groups of Russian and Kazakh test takers; however, this difference was not practically significant. 

Conclusion. These findings suggest that demographic characteristics of applicants can considerably influence the university admission results, and it is recommended that test developers be attentive to this issue. Academic performance showed strong stability over time, especially in STEM subjects, with significant but modest overall improvements across subjects. 

Background. Gratitude is a human strength that promotes well-being; however, it is important to consider culture when constructing scales. 

Objective. To develop and validate a culturally adapted Mexican Gratitude Scale for youth, establishing its psychometric properties: reliability, internal structure, convergent validity, and criterion validity.

Design. The participants were 442 Mexican young people with a mean age of 20.81 years from three regions of Mexico.

Results. The initial 28-item scale underwent systematic refinement through Confirmatory Factor Analysis (CFA). This psychometric validation process yielded a final 9-item instrument characterized by a robust two-dimensional factorial structure: personal gratitude and emotional gratitude. The CFA results confirmed this structure through excellent model fit indices (CFI = .98; NFI = .97) and demonstrated significant internal consistency for personal gratitude (ω = .89) and emotional gratitude (ω = .88). The scale provided evidence for convergent validity through significant correlations. Personal gratitude showed moderate associations with optimism (r = .40), positive vision (r = .37), affective resources (r = .30), and hope (r = .43), while emotional gratitude exhibited stronger relationships with optimism (r = .54), positive vision (r = .51), affective resources (r = .42), and hope (r = .52). Discriminant validity was evidenced by young people who do not report any type of mental disease scoring higher on gratitude.

Conclusion. The psychometric properties of the Mexican Gratitude Scale proved to be acceptable, facilitating its use and application in the general and clinical population for future research.

Background. Previous research highlights the importance of parental support, and in particular parental autonomy support, in homework motivation. However, the joint impact of parental autonomy support and parental control on homework motivation, cheating, persistence, and GPA has not been studied, despite the importance of homework motivation and homework behavior for students’ academic achievement.

Objective. To investigate how students’ parental control and parental autonomy support are related to homework motivation and homework behaviors (e.g., cheating and persistence), and academic achievement in Russian high school students.

Design. The participants were high school students, N = 526 (257 girls and 269 boys, M_age = 16.48, SD = .61). The measures used included the Perceived Parental Autonomy Support Scale (Mageau et al., 2015), the Motivation for Homework Scale (Gordeeva & Sychev, 2025b), the Homework Behavior Scale (Gordeeva & Sychev, 2025a), and students’ GPA.

Results. In contrast to control, parental autonomy support showed a clear positive effect on student academic achievement. Structural equation modeling showed that perceived parental autonomy support in childhood is positively associated with students’ GPA, autonomous homework motivation, and productive homework behavior. On the other hand, controlling parenting style demonstrated ambivalent patterns of results, being a predictor of low persistence, external and introjected homework motivation, with the latter related to higher GPA. 

Conclusion. This study extends previous self-determination theory (SDT) research on parenting styles by examining their role in homework behavior and academic performance, particularly emphasizing the dual importance of promoting parental autonomy support and lowering parental control for homework motivation.

Background. Problematic social media use and emotional regulation difficulties have been associated with increased appearance-related concerns among adolescents. However, these associations may vary depending on the interaction of psychosocial factors and contextual influences such as parental mediation.

Objective. To identify profiles based on adolescents’ levels of problematic social media use and online emotional intelligence, and to examine their relationship with appearance-related social media consciousness, considering the mediating role of parental mediation strategies and the moderating role of gender.

Design. A total of 636 Cuban adolescents aged 12 to 15 participated in the study, the majority of whom were female (n = 351, 55.2%). Measures included validated scales of social media disorder, online emotional intelligence, parental mediation, and appearance-related social media consciousness (ASMC). Latent Profile Analysis was used to identify profiles, followed by parallel multiple mediation and moderated mediation models using the PROCESS macro.

Results. Four latent profiles were identified, reflecting different combinations of emotional competence and problematic use. Only active parental mediation emerged as a significant mediator between profiles and appearance-related social media consciousness (ASMC), with stronger effects among adolescents with lower emotional intelligence. No significant moderated mediation by gender was found, although girls reported higher exposure to mediation and more pronounced indirect effects in high-risk profiles.

Conclusion. These findings emphasize that adolescents’ digital and emotional profiles shape how appearance-related risks develop in social media contexts. They underscore the protective value of active parental mediation and suggest that interventions should not only address problematic social media use but also promote emotional competencies and strengthen family involvement, offering practical guidelines for prevention programs and school-based interventions. 

Background. Previous research has established the significant role of perceived stress in contributing to Smartphone addiction, but the specific effects and mechanisms through which perceived stress influences smartphone application-based addiction (SABA) among young adults remain insufficiently understood.

Objective. This study investigates the relationship between perceived stress and the smartphone application-based addiction (SABA) in emerging adulthood, focusing on the mediating role of psychological distress and the moderating role of self-control.

Design. We conducted a cross-sectional survey of 1,911 young adults in Southwest China, utilizing the Perceived Stress Scale (PSS-4), the Smartphone Application-Based Addiction Scale (SABAS), the Patient Health Questionnaire-4 (PHQ-4), and the Brief Self-Control Scale (BSCS).

Results. Perceived stress positively predicted psychological distress (β = .47, t = 24.38, P < .001), psychological distress positively predicted Smartphone application-based addiction (β = .42, t = 7.04, P < .001), and perceived stress positively predicted smartphone application-based addiction (β = .65, t = 11.46, P < .001). Psychological distress was a mediating variable between the relationship between perceived stress and smartphone application-based addiction, with a mediating effect size of .19 (95% CI = [.13, .26]), accounting for 22.62% of the total effect. Self-control moderated the relationship between perceived stress and psychological distress in young adults (β = -.13, t = -8.40, P <.001).

Conclusion. Our findings reveal a positive correlation between perceived stress and SABA, with psychological distress serving as a mediator. The impact of perceived stress on SABA is more significant among individuals with lower self-control, indicating that targeted interventions for these groups may be particularly beneficial.

Background. The classical “lever balance problem” has always been a challenge for students, as it requires special coordination of weight and distance changes. At the core of this coordination lies the “third” magnitude of the multiplicative structure, the torque, which is often overlooked in psychological research on the development of the equilibrium concept.

Objective. An introductory computer-supported module was developed based on the principles of developmental instruction (Davydov). Our research goal was to demonstrate one of the delayed effects of the preliminary multiplicative concept formation in the fifth grade on students’ acquiring the corresponding topic in elementary physics of the seventh grade.

Design. The experimental group included 43 seventh-graders who had been taught using our introductory equilibrium curriculum two years prior (4 lessons). The control group (44 seventh-graders) from the same schools had not participated in any special curriculum. The assessment procedure simulated the “physics lesson” with reading the textbook and watching the educational video. Then students had to complete five balance tasks of two types (with one or multiple locations for weights on each lever arm).

Results. The results revealed that students in the experimental group did significantly better solving the “scattered weights” problems. When the digital simulation allowed all students to resort to trials, the control group relied on the "trial and error" method significantly more than the experimental group.

Conclusion. Students’ adherence to the “conceptual” approach was most clearly revealed through their way of solving “scattered weights” tasks and the number of “excessive” trials in computer simulation. The results proved the lasting effect of our introductory curriculum.

Background.  Non-suicidal self-injury (NSSI) scars carry significant emotional weight, but no validated tools existed to assess related cognitions in Russian-speaking clinical practice.

Objective. This study aimed to adapt and validate the Russian-language version of the Non-Suicidal Self-Injury Scar Cognition Scale (NSSI-SCS) and examine its psychometric properties in a clinical Russian-speaking sample.

Design. The study recruited 262 participants with NSSI history and visible scars from psychiatric hospitals. The adaptation used forward-back translation and cross-cultural adaptation. Reliability was assessed with Cronbach's alpha and McDonald's omega. Construct validity was evaluated via Confirmatory (CFA) and Exploratory Factor Analysis (EFA). Convergent and discriminant validity were examined through correlations with measures of suicidality, social anxiety, rumination, body image dysphoria, and NSSI functions.

Results. CFA indicated a poor fit for the original five-factor model. EFA supported a culturally adapted three-factor structure: 'Hopelessness' (suicidal ideation, weakness), 'Shame' (social stigmatization), and 'Inner Strength' (resilience). The 21-item scale demonstrated high internal consistency (α = .876 total). Convergent validity was confirmed by significant positive correlations of 'Hopelessness' and 'Shame' with suicidality, social anxiety, rumination, and body dysphoria. 'Inner Strength' showed discriminant validity through non-significant correlations with these clinical measures but positive correlations with NSSI functions.

Conclusion. The Russian NSSI-SCS is a valid and reliable tool. Its three-factor model provides a clinically useful framework for understanding the psychological impact of NSSI scars, facilitating targeted interventions and further research.

Background. Parenting styles shape children’s academic performance and psychological well-being, yet previous research has not distinguished the separate effects of fathers and mothers on boys and girls, nor has it examined the mediating role of social comparison in these relationships.

Objective. To examine gender-specific differences in the effects of fathers’ and mothers’ parenting styles and explore the mediating role of social comparison among Vietnamese high school students.

Design. A sample of Vietnamese high school students (N = 661) completed self-report measures assessing perceived parenting styles, social comparison, academic performance, and psychological distress levels.

Results. The findings revealed that while fathers’ authoritative and authoritarian styles were not significantly associated with boys’ academic performance, authoritarian parenting was linked to lower academic outcomes among girls. Fathers’ permissive style showed a positive association with girls’ academic performance but was also related to higher distress levels across both genders. For mothers, the authoritarian style appeared more detrimental to girls’ academic outcomes than to boys’, whereas the authoritative style was associated with lower distress only among girls. Regarding indirect effects, social comparison played a significant mediating role in several relationships, particularly for mothers’ parenting. Specifically, mothers’ authoritarian style was related to higher academic performance and greater distress through social comparison in both genders. Conversely, mothers’ authoritative style improved boys’ academic performance via social comparison, whereas fathers’ permissive style was associated with improved academic performance among girls and increased distress across genders through the same mechanism.

Conclusion. Our findings highlight the need for gender-sensitive parenting interventions that consider the distinct roles of fathers and mothers in shaping academic and psychological outcomes. Additionally, promoting healthy social comparison strategies in schools may help mitigate distress and enhance students’ academic motivation.

Background. Children and adolescents without parental care due to parental loss resulting from neglect, abandonment, abuse, institutionalization, or other social circumstances represent a vulnerable population. They face physical and mental health challenges, worsened by the absence of stable support systems. Understanding the benefit that sports and recreational activities can have on improving their well-being is essential.

Objective. This paper synthesizes existing scientific evidence of the effects of sports and recreational programs on the physical and psychosocial well-being of children and adolescents without parental care, with a particular focus on their specific circumstances and vulnerabilities.

Design. Eligibility criteria included studies that examined interventions aimed at improving physical health, anthropometric development, and psychosocial well-being among orphans and vulnerable children (OVC). The focus was on OVC affected by parental loss, abandonment, neglect, abuse, or other social circumstances. All studies were assessed using the Mixed Methods Appraisal Tool (MMAT).

Results. Six studies met inclusion criteria, with 331 participants aged 5–21 years. The interventions varied in duration, type, frequency, and intensity, lasting from 3 months to 4 years with training from several times a week to continuous participation. Sessions ranged from 10 minutes to 2 hours. Some programs included personal development, motivational stories, arts, and cultural activities. Interventions improved physical fitness, reduced aggression and risky behaviors, and enhanced self-confidence, social interaction, and academic performance.

Conclusion. Included studies demonstrated the positive impact of sports and recreational programs on physical and psychosocial well-being, including improvements in physical fitness, self-confidence, inclusion, reduction of high-risk behaviors, and academic performance.

Background. Recent data indicate an increase in speech difficulties and a decline in narrative competence among today’s preschool children. Therefore, identifying effective methods to support the development of narrative competence is a pressing and relevant challenge.

Objective. The aim of this study was to evaluate the efficacy of using PlayWorld interventions in fostering narrative competence in preschool children.

Design. The study involved 90 children aged 5–6 years and compared: (1) PlayWorld—a form of joint child-adult pretend play based on a fairy tale plot, (2) free pretend play, and (3) a control group. The research employed a randomised controlled trial design. Children’s narratives were assessed using the “MAIN: Multilingual Assessment Instrument for Narratives”, focusing on word count, speech rate, and both macrostructure (semantic level) and microstructure (lexical-grammatical level) of narrative production.

Results. The results revealed that children receiving PlayWorld interventions significantly improved their macro- and microstructure of narratives, whereas in free pretend play children improved only the macrostructure of narratives. Children in the control group showed significant decline of scores for the macrostructure of narratives.

Conclusion. The findings revealed that PlayWorld interventios are an effective approach for developing narrative competence. The use of cultural texts and adult involvement in pretend play are important complementary factors that enhance the developmental impact of pretend play. The findings contribute to a more precise understanding of how pretend play supports narrative development and may have both theoretical and practical implications for future research and educational practice.

Background. There is an absence of research – in EFL contexts – into the importance of positive psychology, notably the significant role of emotions in teaching.  The topic of an instructor’s emotional labour and grit is particularly important in this context.

Objective. The central focus of the current investigation was to determine the degree of association (predictive link) between teachers’ emotional labour and teacher grit, which represents the perseverance and passion for enduring objectives in the context of second language teaching with teacher success. Specifically, it sought to uncover the unique power of EFL teachers’ emotional labour and their grit in predicting the degree of their success in the Iranian context.

Design. For this purpose, a quantitative approach with correlational design was adopted, and three questionnaires namely, Teacher Emotional Labour Strategies Scale (TELSS), Teacher Grit Scale, and EFL Language Teachers’ Effectiveness Questionnaire were administered to a sample of 184 English teachers across three different teaching contexts comprising Iranian private language institutes, public high schools, and universities in various provinces of Iran.

Results. Results of regression analysis indicated that teacher grit is a significant and better predictor of teacher success compared to teachers’ emotional labour. Furthermore, the results of correlation analysis also confirmed that there was a positive relationship between teacher emotional labour, teacher grit and teacher success.

Conclusion. The findings suggest that the grittier English teachers are, the more effective they are in their professional duties and work environments. Finally, theoretical and pedagogical implications are discussed, and several suggestions for future research are given.

Background. Loving pedagogy is a new concept in the field of applied linguistics and its correlates have not been fully researched.

Objective. To investigate the relations of English as a foreign language (EFL) teachers’ resilience, mindfulness, and foreign language teaching enjoyment (FLTE) in prediction of their attitudes toward loving pedagogy in Iran.

Design. Iranian EFL teachers (N = 255) completed four questionnaires online on Google Forms. In order to analyze the data, standard multiple regression analysis was performed using SPSS version 25.

Results. The results of standardized multiple regression revealed that EFL teachers’ FLTE, resilience, and mindfulness were significant predictors of their loving pedagogy. FLTE was identified as the strongest predictor.

Conclusion. The findings of this study signified the importance of positive psychological factors in creating a pedagogy of love where EFL teachers show kindness and sympathy toward their learners.

Background. It is widely recognized that sports, dance, and other structured extracurricular activities can positively influence children's executive function. However, previous research has not thoroughly examined whether participation in a diverse range of activities aimed at acquiring new skills affects working memory development in children.

Objective. To investigate the impact of the quantity of extracurricular activities on the development of working memory among 5–7-year-old children.

Design. Longitudinal data on working memory development were collected from children aged 5 to 7 years (N = 101). Three assessments of verbal and visual working memory were conducted at ages 5, 6, and 7 years. Information on children's participating in extracurricular activities was obtained through parental surveys.

Results. The findings indicate that the number of extracurricular activities in which children participated has a significant positive effect on verbal working memory, with children engaged in multiple types of activities demonstrating a superior ability to retain and reproduce verbal information. Conversely, visual-spatial working memory did not show statistically significant differences based on the number of extracurricular activities.

Conclusion. These results suggest that increasing access to extracurricular activities may foster verbal working memory, which is an important predictor of subsequent academic success and socialization.

Background. Socio-emotional competence (SEC) is essential in language teaching, where classroom interactions, pedagogical choices, and student engagement are deeply shaped by emotional dynamics. While teacher emotions have been studied quantitatively, little is known about how pre-service EFL teachers develop SEC during a practicum. This gap calls for qualitative inquiry into their emotional experiences and professional growth.

Objective. To probe how an SEC-infused practicum course influences EFL pre-service teachers’ awareness of the role of emotions in English language teaching during a practicum course lasting for 12 weeks in the Turkish context.

Design. Designed as an exploratory case study, the data come from reflective reports, narratives from weekly mentoring meetings, and lesson plans of practice teaching. The study participants are 12 pre-service EFL teachers enrolled in a practicum course during the 2023/24 academic year fall semester.

Results. Incorporating SEC in the practicum processes significantly enhanced pre-service EFL teachers’ ability to recognize, reflect on, and incorporate emotional and social factors into their teaching. This awareness influenced their lesson design, classroom management, and perceptions of English as a global, emotionally charged medium of communication.

Conclusion. Language teacher education programs are advised to emphasize the role of emotions by implementing socio-emotional competency-based principles and practices throughout the curriculum.

Background. Due to its prominence in the professional success of teachers, work engagement has gained increasing attention in educational research, particularly in language studies. While previous studies have investigated the contribution of various factors to language teachers’ work engagement, the role of emotional experiences, notably positive emotions, remains underexplored.

Objective. To bridge this gap, the current research sought to examine the interplay between positive emotions and work engagement from the standpoints of Iranian L2 teachers. It was also aimed at pinpointing the particular positive emotions that most significantly contribute to the work engagement of L2 teachers.  

Design. Phenomenology as a qualitative research approach was employed to scrutinise the perceptions and lived experiences of participants. With the aid of maximum variation sampling, 37 L2 teachers were selected from diverse educational institutions in Iran. To delve into the participants’ perspectives and experiences, an open-ended questionnaire and a semi-structured interview were employed. Participants’ answers to the questionnaire and the follow-up interview were analysed through inductive thematic analysis.

Results. The thematic analysis revealed that Iranian L2 teachers perceived a close and dynamic association between positive emotions and work engagement. The analysis further indicated that, according to Iranian L2 teachers, positive emotions such as enjoyment, contentment, passion, pride, and hope can significantly contribute to their work engagement.

Conclusion. The study’s findings highlight the importance of positive emotions in promoting the work engagement of L2 teachers and suggest that educational administrators should prioritise creating a supportive working environment that cultivates positive emotional experiences.

Background. The positive role of grit (perseverance and passion for long-term goals even in the face of setbacks) in language learning outcomes is well-documented in the academic literature. However, a significant gap remains in understanding the factors that contribute to the development and enhancement of second language (L2) grit.

Objective. The present study explored the interplay among perceived teacher-student rapport, academic engagement, and L2 grit from the perspective of Iranian EFL learners. More specifically, the predictive role of teacher-student rapport and academic engagement in Iranian EFL learners’ grit was probed. Additionally, the mediating role of academic engagement in the relationship between teacher-student rapport and L2 grit was examined.

Design. To this end, 397 Iranian undergraduate and graduate students were selected using snowball sampling from different universities in Iran. Structural equation modelling (SEM) was used to analyse the data.

Results. Both teacher-student rapport and academic engagement were significant predictors of L2 grit, with engagement identified as the strongest predictor. Moreover, academic engagement served as a mediating variable in the relationship between teacher-student rapport and L2 grit, underscoring its pivotal role in cultivating learners’ perseverance and passion for second language acquisition.

Conclusion. The findings suggest that positive emotions and supportive social interactions enhance cognitive and behavioural capacities, thereby fostering a more resilient approach to learning. Relevant implications and suggestions for future research are discussed.

Background. Emotional regulation difficulties (ERD) are present in the Ecuadorian university student population; however, the specific assessment measures available do not allow for an efficient assessment.

Objective. To validate the Difficulties in Emotion Regulation Scale -16 Item Version (DERS-16) with Ecuadorian university students. 

Design.  The research uses a descriptive and instrumental statistical analysis of the DERS-16 to analyze the validity of the construct, validity based with other variables (divergence) and the internal consistency of the model. 670 university students from two public universities in Ecuador (76% women and 24% men). The average age was 25.9 with a 7.1 standard deviation (SD). 

Results. A hierarchical factorial model with five first-order factors and one second-order general factor fit the data reasonably well. The model has adequate internal consistency and construct validity; particularly for the second-order general factor. The DERS-16 also shows divergence validity with the Academic Situation-Specific Perceived Self-Efficacy Scale (EAPESA-9). 

Conclusion. The DERS-16 is a consistent and reliable scale for the measurement of emotional regulation in Ecuadorian university students.

Background. Cyberbullying is an increasing concern among university students, notably in Pakistan, where digital engagement is rising. Personality traits like Machiavellianism—characterized by manipulation, callousness, and strategic exploitation—have been implicated in antisocial online behaviors. However, the mechanisms through which Machiavellianism influences cyberbullying remain underexplored.

Objective. To examine the relationship between Machiavellianism and cyberbullying perpetration among university students. Specifically, to explore the serial mediating roles of perceived social support and Problematic Internet Use in this relationship.

Design. The study utilized a purposive sample of 433 university students aged 18 to 25 years (M = 21.17, SD = 1.89). Participants completed the Machiavellianism Subscale of the Short Dark Triad, the Multidimensional Scale of Perceived Social Support, the Problematic Internet Use Questionnaire, and the Cyberbullying Perpetration Scale to assess the relevant variables.

Results. Machiavellianism and Problematic Internet Use were significant positive predictors of cyberbullying perpetration. Conversely, perceived social support was a significant negative predictor of cyberbullying tendencies. Additionally, both perceived social support and Problematic Internet Use served as serial mediators in the relationship between Machiavellianism and cyberbullying perpetration.

Conclusion. The findings highlight a pathway linking Machiavellianism to cyberbullying through diminished social support and Problematic Internet Use. These results contribute to the understanding of how personality traits can shape online behaviors and offer a framework for future research exploring the psychosocial dynamics of cyberbullying in emerging digital contexts.

Background. Visuospatial working memory (VSWM) is critical for academic achievement, particularly in mathematics. The Corsi Block-Tapping Test (CBTT) is one of the most widely used tools to assess VSWM, traditionally relying on span length as the primary performance indicator. However, recent research suggests that additional metrics, such as accuracy and reaction time (RT), may offer complementary insights. Despite this, RT remains underexplored in studies examining VSWM development and its links to academic outcomes such as math performance.

Objective. To investigate age- and sex-related changes in VSWM using CBTT accuracy, span, and RT, and to examine how these metrics relate to math achievement across school grades and sexes.

Design. Data were collected from 2,749 Russian pupils (53% girls), aged 10 to 18 years (M = 13.89, SD = 2.08), enrolled in grades 5 to 11 in two regions (Nizhny Novgorod and Irkutsk). Regression analysis was applied to three indicators of CBTT and math achievement that was measured by average school grades.

Results. CBTT accuracy increased and RT decreased from grades 5 to 8, then both increased post-grade 9, suggesting a developmental shift. Accuracy predicted math grades in grades 5–9 but not later; RT was a stable negative predictor across all grades. Sex did not moderate VSWM–math associations, though girls showed greater RT efficiency in late adolescence.

Conclusion. VSWM develops along non-linear trajectories that differ by metric. Multi-indicator assessment is essential, and school grades should be interpreted with caution as proxies for math ability.

Background. Encounters with threats can lead to a motivation to justify the existing social system, which can be expressed through endorsement of system-justifying beliefs.

Objective. The aim of the study was to examine how different types of threats contribute to endorsement of system-justifying beliefs in the economic domain.

Design. We tested a theoretical model (N = 577) with internal threats (fear of death), economic threats (threats of poverty and socio-economic inequality), and subjective threat perception (belief in a dangerous and competitive world) as predictors; system-justifying beliefs (economic system justification, opposition to equality, dominance, and antiegalitarianism) served as dependent variables, and sociodemographic characteristics were included as control variables.

Results. Structural equation modeling showed adequate fit in the Russian context. Belief in a competitive world positively predicted dominance, antiegalitarianism, and opposition to equality, while belief in a dangerous world negatively predicted economic system justification. Fear of death positively predicted opposition to equality, whereas perceived economic threats (poverty and inequality) negatively predicted antiegalitarianism, and opposition to equality.

Conclusion. Dangerous and competitive worldviews, internal and economic threats contribute to the support of system-justifying beliefs in the economic domain.