Dutch adolescents’ narratives of their citizenship efficacy “Hypothetically, I could have an Impact”

Groot, Isolde de; Goodson, Ivor; Veugelers, W.M.M.H.

doi:10.1080/00131911.2013.768957

Cited by 10 publications

(4 citation statements)

References 21 publications

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“…In addition, research suggests that young people are less willing to engage in conventional participation but prefer informal and everyday activities or alternative forms of participation (Harris, Wyn, and Younes 2010). Similarly, de Groot, Goodson, and Veugelers (2014) emphasized not only the importance of students' efficacy, but also the significance "to help (young) citizens imagine different ways in which they can have an impact, especially when they are still under 18" (163).…”

Section: Resultsmentioning

confidence: 99%

Civic participation of high school students: the effect of civic learning in school

Reichert

2017

Educational Review

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Building active and informed citizens is a major part of civics and citizenship education in order to enhance and sustain democracies. Civic learning and civic action opportunities within school contexts are commonly claimed to promote an active and informed citizenry. In the present research, we examine the meaning of formal civics education and the role of students' participation in a range of curricular and extracurricular activities. Multilevel analyses yield quite stable results across two cohorts of Australian secondary students and reveal that schools account for a surprisingly small share in students' willingness to participate in future civic and political action. Among the influences at the student level, formal civics learning, participation in student governance activities and in the community are the most significant predictors of intended future participation, but some effects vary conditional on whether more conventional or issue-related civic participation is the focus of active citizenship. Implications of these findings for democratic policy and practice are discussed.

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Section: Resultsmentioning

confidence: 99%

Civic participation of high school students: the effect of civic learning in school

Reichert

2017

Educational Review

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“…Given the diversity of communities, it is unlikely that one feels equally self-efficacious across the whole range of communities. Previous studies indeed show that one may feel self-efficacious in one community, while not in the other (De Groot et al, 2014). Therefore, in reflecting on civic self-efficacy and its education, we propose to distinguish different types of communities.…”

Section: Citizens' Membership Of and Civic Action In Communitiesmentioning

confidence: 92%

Citizenship, self-efficacy and education: A conceptual review

Eidhof

Ruyter

2022

Theory and Research in Education

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Primary and secondary schools across the world are expected to contribute to the citizenship development of their pupils. Most citizenship curricula focus on the acquisition of knowledge and the cultivation of skills and attitudes. Citizenship-related self-efficacy beliefs are often neglected in the literature on citizenship education, although they appear to play a crucial role in learning processes, among others as explanatory factors for the inequalities between students in different educational tracks. As such, studies on the development of citizenship-related self-efficacy beliefs have the potential to inform practice in a way that fosters greater equality of opportunity. However, as the literature on civic and political self-efficacy uses different dimensions and conceptualizations, this poses challenges to both the scientific accumulation of knowledge and translation to teaching practices. Here, we analyse the conceptual challenges and propose a framework for the study of self-efficacy in citizenship education research that incorporates social and political tasks of citizens and distinguishes the variety of communities in which citizens perform those tasks on two axes, namely formality and size. In doing so, we argue for fine-grained distinctions based on context instead of the all-encompassing notions of civic and political self-efficacy political theorists appear to prefer. We end by discussion two normative issues.

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“…Existent literature shows that perception of group efficacy promotes a prosocial orientation (cooperation, help, and sharing; e.g., Bandura, 1997Bandura, , 2000, predicts engagement in collective action (e.g., Van Zomeren et al, 2012, 2004, and strengthens ingroup identification, by increasing the tendency to engage in collective action (Van Zomeren et al, 2010). Thus, citizenship efficacy (beliefs that through collective efforts, individuals can influence the political system, bring about social change, and contribute to social justice; see Bandura, 1995Bandura, , 1997De Groot et al, 2014) is a crucial determinant of civic participation and commitment with the national group. Civic participation can take many forms, ranging from enrolling in community service (e.g., volunteer activities that aim to strengthen the community and its members) to engaging in collective actions aimed to improve the community/ national group or to achieve social change (Adler & Goggin, 2005).…”

Section: Citizenship Efficacy Beliefs and Commitment To The National ...mentioning

confidence: 99%

The future in our hands: How citizenship efficacy ensures commitment to the national group facing institutional inefficacy

Carvalho

Pinto

Marques

2020

The Journal of Social Psychology

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Literature has shown that citizens' mistrust in national institutions has a negative impact on their involvement with, and commitment to, their national group. We examine the idea that citizenship efficacy beliefs may revert this process. We propose that facing institutional inefficacy to exert social control, beliefs that civic participation is effective, strengthens individuals' commitment to the national group. Participants (N = 176) were informed that national institutions were effective (vs. ineffective) in reacting to white-collar crime, and that citizens' civic/political participation had an effective (vs. ineffective) impact on government's decisions, the political system and their nation's future. Results suggest that citizenship efficacy beliefs are crucial to counteract or even revert citizens' disinvestment in the national group caused by the perception that the social control system is ineffective. We discuss the results in light of the theoretical and empirical framework of social psychology of citizenship and subjective group dynamics theory.

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Dutch adolescents’ narratives of their citizenship efficacy “Hypothetically, I could have an Impact”

Cited by 10 publications

References 21 publications

Civic participation of high school students: the effect of civic learning in school

Civic participation of high school students: the effect of civic learning in school

Citizenship, self-efficacy and education: A conceptual review

The future in our hands: How citizenship efficacy ensures commitment to the national group facing institutional inefficacy

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