Aspects of students’ civic engagement

Schulz, Wolfram; Ainley, John; Fraillon, Julian; Losito, Bruno; Agrusti, Gabriella; Friedman, Tim

doi:10.1007/978-3-319-73963-2_4

Cited by 9 publications

(13 citation statements)

References 10 publications

(13 reference statements)

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“…Although these conclusions are general, they might be particularly important for countries where the opportunities for students to develop political self-efficacy at school are rather limited. The Czech Republic in an example of such a country, as it is characterized by a relatively low level of perceived influence on decisions about school on the part of students, a low level of open classroom climate, and a relatively low level of student participation in class activities (Schulz et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…Our conceptualization of school political self-efficacy partially relates to the concept of citizenship self-efficacy, used by the IEA International Civic and Citizenship Education Study (Schulz, Ainley, Fraillon, Kerr, & Losito, 2010) and research papers analyzing data from this study (e.g., Manganelli, Lucidi, & Alivernini, 2015). Citizenship self-efficacy is defined as students' beliefs that they are able to perform different activities related to civic participation at and outside the school (e.g., to organize a group of students in order to achieve changes at school, or to write a letter to newspaper on a current issue).…”

Section: Development Of Political Self-efficacymentioning

confidence: 99%

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Role of school climate and personality in the development of Czech adolescents’ political self-efficacy

Šerek

Macháčková

2017

Applied Developmental Science

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This study examined the effects of school climate (open classroom and positive student relationships) and personality dispositions (shyness and need for cognition) on adolescents' political self-efficacy. Data were collected in 2014 from 1,954 Czech ninth and tenth graders (mean age=15.60). A multilevel analysis showed that school-level political self-efficacy predicted self-efficacy for local politics. However, schools and classrooms were rather homogeneous in terms of students' mean political self-efficacy and also students' selfreported acquisition of civic skills at school. Hence, school characteristics had only limited associations with adolescents' political self-efficacy. At the same time, students' political efficacy had a considerable association with lower shyness and higher need for cognition.These results suggest that the development of political efficacy at school goes beyond simple general influences of school environment and individual differences between students must be considered.

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Section: Discussionmentioning

confidence: 99%

Section: Development Of Political Self-efficacymentioning

confidence: 99%

Role of school climate and personality in the development of Czech adolescents’ political self-efficacy

Šerek

Macháčková

2017

Applied Developmental Science

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“…Disparities between local communities can predict the levels of adolescents’ performance in school (Jeworutzki & Schräpler, 2019 ). However, only little is known about how these differences shape the political orientations of adolescents, and the respective results are inconclusive (Coopmans et al, 2020 ; Schulz et al, 2010 , 2018a , 2018b ).…”

Section: Introductionmentioning

confidence: 99%

Local Characteristics Shape the Intended Political Behaviours of Adolescents

Deimel

Abs

2021

Soc Indic Res

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Among the different factors that predict political participation, the characteristics of the local community are often described. The types and the intensity of political participation differ in urban and rural communities. The local community provides social and cultural resources for political participation and at the same time acts as a driver of political socialisation. The political attitudes of adolescents differ depending on the characteristics of the communities in which they live, i.e. the local context of their political socialisation. This paper describes the context of the political socialisation of adolescents in the German federal state of North Rhine-Westphalia (NRW) in terms of geographical differences in socioeconomic, sociostructural, and sociocultural characteristics. The approach uses public databases to construct indicators that describe administrative districts in terms of their degree of urbanisation, degree of aggregated individual wealth, and variety of opportunity. These indicators were merged with the NRW subset of the International Civic and Citizenship Education Study (ICCS 2016), which comprises N = 1451 students in N = 59 schools. Neither the degree of urbanisation nor the degree of aggregated individual wealth was suitable for explaining differences in the intended political behaviour of secondary school students in the 8th grade in NRW. However, the higher the variety of opportunity in a certain district, the less frequently students intend to participate in elections as adults. Also, the higher the measure, the more frequently students intend to participate in illegal protest activities. Apparently certain local environments mobilise intentions to participate in protest activities and suppress more conventional political activities.

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“…The Dutch educational context is characterized by socially segregated schools [23] and low scores on civic skills and attitudes towards foreigners [24,25]. Aims of citizenship education, such as active participation and social integration, relate to traditional national citizenship [26].…”

Section: Introductionmentioning

confidence: 99%

Preparing Students for Global Citizenship: The Effects of a Dutch Undergraduate Honors Course

Schutte¹,

Kamans²,

Wolfensberger³

et al. 2017

Education Research International

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Using a mixed method approach, this case study investigates effects on the participating students ( = 25) of an undergraduate honors course in the Netherlands, aimed at global justice citizenship. Knowledge about effects of global citizenship courses is still limited. The Ethical Sensitivity Scale Questionnaire and the Global Citizenship Scale were used in a pre-and posttest design to measure possible development in the moral and civic domain among the participants of the course. In the qualitative part, deductive content analyses of students' work and students' written reflection on the course, utilizing the theory-based curriculum guidelines Global Justice Citizenship Education, were performed. In addition, a follow-up blog and interview were analyzed to learn students' perception on the effects of the course after half a year. Quantitative results show increased ethical sensitivity as well as global civic engagement and global competence among the participants. Qualitative results point in the same direction and provide deeper insights in the content of students' learning and the perceived impact of the course on their attitudes and behavior. Results are discussed in relation to theory on justice-oriented global citizenship and honors pedagogies.

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Aspects of students’ civic engagement

Cited by 9 publications

References 10 publications

Role of school climate and personality in the development of Czech adolescents’ political self-efficacy

Role of school climate and personality in the development of Czech adolescents’ political self-efficacy

Local Characteristics Shape the Intended Political Behaviours of Adolescents

Preparing Students for Global Citizenship: The Effects of a Dutch Undergraduate Honors Course

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