English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Justice is at the center of many definitions of character across various lines of research, yet there is little empirical research on how the justice of contexts can foster character virtues. The current study draws from a sample of 1,865 Brazilian fourth and fifth graders across two time points in 60 schools (42.7% White; 48.3% male). A multilevel structural equation model demonstrated the mediating role that justice beliefs play between authoritative school climate and socio-emotional learning, and the character virtues of bravery, fairness, and prosocial leadership even after accounting for grade, gender, ethnicity, and socioeconomic status (SES). This study highlights the importance of understanding the contextual justice of children’s environments on the development of character virtues.

Just environments foster character: A longitudinal assessment of school climate