Students’ citizenship competencies: The role of ethnic school composition and perceived teacher support

Sincer, Işıl; Volman, Monique; Veen, Ineke van der; Severiens, Sabine

doi:10.1080/00933104.2021.2014375

Theory & Research in Social Education

2022

DOI: 10.1080/00933104.2021.2014375

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Students’ citizenship competencies: The role of ethnic school composition and perceived teacher support

Işıl Sincer

Monique Volman

Ineke van der Veen

et al.

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Cited by 4 publications

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Incidence of Factors in Teaching Actions to Manage Antisocial Cyberbehaviour

Guillén-Gámez,

Colomo-Magaña,

Doddanavar

et al. 2024

TechTrends

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With the proliferation of information and communication technologies (ICT), antisocial cyber-behavior has emerged, where teachers have a crucial role in the prevention and management of this behavior, focusing on developing actions that promote emotional and civic competences in students, where the skills and beliefs of the teacher are also a key piece. The purpose of this study was to develop an instrument to analyze the impact of these factors on teachers' actions to manage students' antisocial cyber-behaviors. A higher-order causal model was proposed following the partial least squares (PLS) method. The study was conducted with a sample of 835 active teachers from different educational stages from Spain, who taught in the following educational stages: Early Childhood Education, Primary Education, Secondary Education, Adult Education and Vocational Training. The main finding indicates that teachers' beliefs, coupled with their conflict resolution skills and approaches to fostering civic competencies, significantly influence (accounting for 50.30% of the real variance) their actions in managing cyber social behaviors. The study further reveals a connection between teachers' actions to enhance emotional and citizenship skills in students and their proficiency in conflict resolution. Consequently, the study underscores the importance of teachers possessing effective conflict resolution skills. These findings hold practical implications for education, as the developed causal model provides a deeper understanding of the factors influencing teachers' actions, facilitating targeted interventions in specific areas.

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Incidence of Factors in Teaching Actions to Manage Antisocial Cyberbehaviour

Guillén-Gámez,

Colomo-Magaña,

Doddanavar

et al. 2024

TechTrends

View full text Add to dashboard Cite

show abstract

A consideration of racial/ethnic diversity conceptualization and measurement: Clarifying ambiguities and advancing scholarship

Chan,

Benner

2024

Educational Psychologist

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Social citizenship competences at the end of primary school: The role of socio-ethnic classroom diversity and teachers’ citizenship beliefs and practices in the classroom climate

Schaepmeester

Braak

Aesaert

2022

Theory & Research in Social Education

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This study aims to explore the interrelatedness of socio-ethnic classroom diversity, teachers' citizenship beliefs, teacher practices to create a citizenship-fostering classroom climate, and their relationship with social citizenship competences of primary school students in Flanders. Data was gathered from 686 sixth-grade primary school students in 44 classrooms, and their 44 teachers. To analyze the data, a multilevel path analysis was conducted for each of the social citizenship components (i.e., skills, knowledge, attitudes, reflections). Results indicate that ethnic classroom diversity is related to teachers' liberal-critical citizenship beliefs, which in turn are linked to their practices in creating a citizenship-fostering classroom climate. Regarding their role in fostering students' social citizenship competences, three significant relationships were found. First, more social classroom diversity was positively related to students' attitudes towards dealing with conflicts. Second, teachers' conservative citizenship beliefs negatively relate to students' reflections about acting in a socially responsible manner and dealing with differences. Finally, contrary to expectations, students from classrooms with teachers contributing more to a citizenship-fostering climate scored lower on knowledge about acting in a socially responsible manner and dealing with conflicts.

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Students’ citizenship competencies: The role of ethnic school composition and perceived teacher support

Cited by 4 publications

References 58 publications

Incidence of Factors in Teaching Actions to Manage Antisocial Cyberbehaviour

Incidence of Factors in Teaching Actions to Manage Antisocial Cyberbehaviour

A consideration of racial/ethnic diversity conceptualization and measurement: Clarifying ambiguities and advancing scholarship

Social citizenship competences at the end of primary school: The role of socio-ethnic classroom diversity and teachers’ citizenship beliefs and practices in the classroom climate

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