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ICCS 2016 provides insights into factors associated with civic knowledge. • Analyses of multilevel factor models showed large differences (overall, within, and between schools) across countries with respect to variation in students' civic knowledge. (Table 7.1) • The analyses also showed considerable variation across countries with respect to how • Students' characteristics and social background were important predictors of their civic knowledge. (Table 7.2) across countries with civic knowledge at the level of individual students, but less consistency at the school level. (Tables 7.3, 7.4) • The model controlling for student characteristics and social background showed some of the apparent associations between civic learning factors and civic knowledge as no longer in civic activities. • Multiple regression models using student background, experience with civic engagement, disposition toward engagement, and beliefs about citizenship and institutions explained between a quarter and a third of the variation in expected civic participation. (Tables 7.6, • Parental interest and students' interest in civic issues were the strongest student-background predictors of expected civic engagement. Female students were less inclined than male students to expect they would become actively involved politically in the future. (Tables 7.7, 7.10) • Experience with civic engagement in the community or at school tended to be positively associated with students' expected civic engagement as adults. (Tables 7.7, 7.10) predictors of expected electoral and active political participation. (Tables 7.8, 7.11) • While more students with higher levels of civic knowledge were more likely to expect electoral participation, they were less likely to expect more active political involvement. (Tables 7.8, 7.11) • Students who believed in the importance of civic engagement through established channels were also more likely to expect future civic participation. (Tables 7.8, 7.11) • In most countries, trust in civic institutions was positively associated with expected electoral and active political participation. (Tables 7.8, 7.11)
Schulz, W., Ainley, J., Fraillon, J., Losito, B., Agrusti, G., & Friedman, T. (2018). Explaining variation in students’civic knowledge and expected civic engagement. In Becoming Citizens in a Changing World (pp. 177–198). Springer International Publishing. https://doi.org/10.1007/978-3-319-73963-2_7