The moderating role of victim-related education in social work: examining the relationship between unjust/just-world beliefs and prejudice towards crime victims

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dc.contributor.authorGonultas, Burak M.
dc.contributor.authorTurk, Sena
dc.contributor.authorOzturk, Meral
dc.contributor.authorTurk, Ahmet
dc.contributor.authorAri, Furkan
dc.date.accessioned2026-04-25T14:20:06Z
dc.date.available2026-04-25T14:20:06Z
dc.date.issued2025
dc.departmentSinop Üniversitesi
dc.description.abstractThis study aims to examine the relationship between social work students' unjust/just world beliefs and their prejudiced attitudes toward victims, as well as the moderating effect of victim-related education on this relationship. The study's sample comprised 412 social work students. Just World Belief Scale and the Perceptions of Victims Scale was used. The regression analysis, underpinned by the bootstrap technique via the Process Macro plug-in, was utilized to ascertain the moderating effect of victim-related training programmes. Results indicated that unjust world beliefs did not interact significantly with victim-related education in predicting prejudice. In contrast, victim-focused education significantly moderated the association between just world beliefs and prejudicial attitudes. Among students without such training, stronger endorsement of just world beliefs was associated with a marked increase in prejudice toward victims. However, this effect was substantially weakened among students who had received victim-related instruction. This study has produced two significant insights: First, pervasive societal judgments internalized by students can shape their attitudes toward victimized groups. Second, targeted educational interventions can attenuate the biasing influence of just world beliefs. Incorporating victimization-focused content into social work curricula is thus essential for mitigating prejudicial tendencies and fostering more equitable, empathetic professional practice.
dc.identifier.doi10.1080/02615479.2025.2558115
dc.identifier.issn0261-5479
dc.identifier.issn1470-1227
dc.identifier.orcid0000-0003-4182-6098
dc.identifier.orcid0000-0002-3021-6668
dc.identifier.orcid0000-0001-5782-3794
dc.identifier.orcid0009-0002-3630-9045
dc.identifier.scopus2-s2.0-105016527424
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1080/02615479.2025.2558115
dc.identifier.urihttps://hdl.handle.net/11486/8369
dc.identifier.wosWOS:001569525100001
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofSocial Work Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20260420
dc.subjectCrime victims
dc.subjectjust world belief
dc.subjectprejudice
dc.subjectsocial work education
dc.subjectsocial work
dc.titleThe moderating role of victim-related education in social work: examining the relationship between unjust/just-world beliefs and prejudice towards crime victims
dc.typeArticle

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