World Knowledge and Global Citizenship: Factual and Perceived World Knowledge as Predictors of Global Citizenship Identification

Abstract

We examine the influence of factual and perceived world knowledge on global citizenship identification. Perceived world knowledge directly predicted global citizenship identification, while factual world knowledge did not (Study 1). Students' factual (Study 1) and perceived (Study 2) world knowledge predicted students' normative environment (degree that valued others prescribe being a global citizen) and global awareness (perceived knowledge of the world and one's connection to the world), which then predicted global citizenship identification, and identification with global citizens predicted endorsement of pro-social values and behaviours (e.g., intergroup empathy, valuing diversity). Overall, the results highlight the indirect influence of factual and direct influence of perceived world knowledge on students' felt connection with global citizens.

University Environment and Global Citizenship Identification

“…However, similar patterns of association between identification as a global citizen and endorsement of prosocial values have been found in participants sampled in other countries and older adults sampled outside the university (Plante et al, 2014). Furthermore, although we strived to sample students across a wide variety of academic domains (e.g., business, psychology, health), the results may differ with different sampling techniques or other participant populations.Although the present studies results are consistent with the growing body of empirical evidence Reysen et al, 2013;Reysen et al, 2012), caution should be taken in over-generalizing the results. The results are correlational, and therefore, do not indicate a cause and effect relationship.…”

“…In turn, global citizenship identification predicts prosocial outcomes, including intergroup empathy (i.e., felt connection to others outside one's in group), valuing diversity (e.g., interest and appreciation for diverse cultures), social justice (e.g., endorsement of human rights and equality), environmental sustainability (e.g., concern for the natural environment), intergroup helping (i.e., desire to help others outside one's in group), and felt responsibility to act for the betterment of the world. Although this model has been replicated in subsequent research (Plante, Roberts, Reysen, & Gerbasi, 2014;Reysen, Katzarska-Miller, Gibson, & Hobson, 2013;Reysen et al, 2012), further research is needed to examine aspects of one's socio-cultural environment that may influence the model.…”

Global Human Identification and Citizenship: A Review of Psychological Studies

“…But were the students higher on GCI because they now had greater global knowledge or because they had greater global awareness (again, not a measure of factual knowledge)? To address this issue, Reysen, Katzarska‐Miller, Gibson, and Hobson () had students complete a test of world knowledge (e.g., “Where is Argentina located?”) along with the measures in the model. In regression tests, world knowledge did not directly predict GCI but did predict global awareness: While the perception of knowledge appears more important in directly predicting GCI, actual knowledge enhances seeing oneself as knowledgeable.…”

Effect of Framing of Reentry Program on Perceptions of Ex-Offenders

“…Current reentry programs often focus on education (Mellow & Christian, 2008). Recent research shows that increases in curriculum focusing on global topics (Reysen, Larey, & Katzarska-Miller, 2012), individuals' perceived knowledge about the world (Reysen, Katzarska-Miller, Gibson, & Hobson, 2013), and individuals' cultural competence (Reysen & Katzarska-Miller, 2013c) predict greater identification with global citizens (and prosocial outcomes). A first step in creating a global citizen reentry program may include revising the curriculum currently used in reentry programs to encompass a greater emphasis on learning about global topics (e.g., cultural diversity, social justice and environmental problems, oppression).…”