The role of belief in a just world for cognitive emotion regulation and well-being of university students: a cross-cultural second-order study

Abstract 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, cognitive emotion regulation strategies, and subjective well-being for the first time in higher education within individualistic versus collectivist cultures. A total of N = 1,051 university students participated in an online survey conducted in two countries. Structural equation modeling indicated a different understanding of the psychological constructs for this educational context within different cultures. However, in both samples, consistent positive relationships emerged between belief in a just world, adaptive emotion regulation strategies, and subjective well-being. In contrast, three maladaptive strategies demonstrated either negative or no relationships with belief in a just world and well-being. These findings suggest that belief in a just world and adaptive regulation strategies may jointly support psychological adjustment across cultural contexts. The observed empirical patterns align with theoretical expectations and offer initial cross-cultural insights into the interplay of justice beliefs, emotion regulation, and well-being. These results may inform culturally sensitive interventions aimed at enhancing well-being in university settings.