THE RELATIONSHIP BETWEEN CIVIC FACTORS AND THE MIDDLE PROFICIENCY LEVEL OF CIVIC KNOWLEDGE
DOI:
https://doi.org/10.17770/sie2021vol2.6286Keywords:
citizenship education, civic knowledge, citizenship activities, gender equality, Baltic countries, ICCS 2016, multivariable linear regressionAbstract
This study explores the relationship between civic and citizenship factors and the middle proficiency level of students’ civic knowledge in the Baltic countries: Estonia, Latvia and Lithuania. The study uses large scale data from the IEA’s International Civic and Citizenship Education Study (ICCS) 2016. According to ICCS 2016, 39% of students from the three Baltic countries and only 26% of students from the Nordic countries had a middle proficiency level of civic knowledge. This middle proficiency level is the largest group in comparison to other levels. Therefore, the study aims to recognise the differences between the highest and lowest achievements in the middle proficiency level of civic knowledge and to examine the relationship between factors such as background, values, behaviour, citizenship activities and attitudes. Multivariable linear regression was used for the data analysis, creating several models. The results show that there are different factors associated with the highest and lowest achievements in the middle proficiency level. For example, the results indicate that students with a lower proficiency level participated in illegal protest activities more often and had lower critical thinking skills. Moreover, the research investigates differences inside the middle proficiency level of civic knowledge and between the lowest middle-level students and students from the lower level of civic knowledge.Downloads
References
Baye, A., Monseur, C. (2016). Gender Differences in Variability and Extreme Scores in an International Context. Large-scale Assessments in Education, 4(1) 1-16
Beran, T.N., Hughes, G., Lupart, J. (2008). A Model of Achievement and Bullying: Analyses of the Canadian National Longitudinal Survey of Children and Youth Data. Educational Research, 50(1), 25-39. DOI: 10.1080/00131880801920379
Creemers, M. (1994). The Effective Classroom. London: Cassell.
Carolyn, B., Torney-Purta, J., & Wilkenfeld, B. R. (2015). Immigrant and Native-born Adolescents’ Civic Knowledge and Attitudes in Sweden and the United States: Emergent Citizenship within Developmental Niches. Research in Comparative and International Education, 10(1), 23-47.
Council of Europe. (2019). Digital Citizenship Education Handbook. Council of Europe.
Diazgranados Ferrans, S. (2016). The Civic Knowledge Gaps in Chile, Colombia and Mexico: An Application of the Oaxaca-Blinder Decomposition Method Using Data From the 2009 International Civic and Citizenship Education Study (ICCS). Ed.D. diss., Harvard Graduate School of Education.
Diego, C., Banerjee, R., Treviño, E., & Villalobos, C. (2020). Civic Knowledge and Open Classroom Discussion: Explaining Tolerance of Corruption among 8th-grade Students in Latin America. Educational Psychology, 40(2), 186-206.
Kirlin, M. (2003). The Role of Civic Skills in Fostering Civic Engagement. Washington, DC: CIRCLE.
Knowles, T.R., & McCafferty-Wright, J. (2015). Connecting an open classroom climate to social movement citizenship: A study of 8th graders in Europe using IEA ICCS data. Journal of Social Studies Research, 39(4), 255-269. https://doi.org/10.1016/j.jssr.2015.03.002
Köhler, H., Weber, S., Falk, B., Schulz, W., & Carstens, R. (2018). ICCS 2016 User Guide for the International Database. Amsterdam: IEA .
Isac, M.M.; Maslowski, R.; van der Werf, G. (2011). Effective civic education: an educational effectiveness model for explaining students’ civic knowledge. School Effectiveness and School Improvement, 22(3), 313-333.
Lihong, H., & Biseth, H. (2016). Openness in Scandinavian Classrooms: Student Perceptions of Teaching Practices and High Achievers of Civic Knowledge. Creative Education, 7(5), 713-723.
Lin, A. (2015). Citizenship education in American schools and its role in developing civic engagement: a review of the research. Educational Review, 67(1), 35-63.
Lucidi, M.S., & Alivernin. (2014). Adolescents’ Expected Civic Participation: The Role of Civic Knowledge and Efficacy Beliefs. Journal of Adolescence, 37(5), 632-641.
Manganelli, S., & Lucidi, A. (2015). Italian Adolescents’ Civic Engagement and Open Classroom Climate: The Mediating Role of Self-efficacy. Journal of Applied Developmental Psychology, 41, 8-18.
Manganelli, S., Lucidi, F., & Alivernin, F. (2014). Adolescents’ Expected Civic Participation: The Role of Civic Knowledge and Efficacy Beliefs. Journal of Adolescence, 37(5), 632-41.
Manning, N., & Edwards, K. (2014). Does civic education for young people increase political participation? A systematic review. Educational Review, 66(1), 22-45. doi:10.1080/00131911.2013.763767
Milam, A., Furr-Holden, C., & Leaf, P. (2010). Perceived School and Neighborhood Safety, Neighborhood Violence and Academic Achievement in Urban School Children. Urban Review, 42(5), 458-67.
Mycock, A., & Tonge, J. (2012). The Party Politics of Youth Citizenship and Democratic Engagement. Parliamentary Affairs, 65(1), 138-161. https://doi.org/10.1093/pa/gsr053
Ponzo, M. (2013) Does Bullying Reduce Educational Achievement? An Evaluation Using Matching Estimators. Journal of Policy Modeling, 35(6), 1057-1078. https://doi.org/10.1016/j.jpolmod.2013.06.002
Schulz, W., Ainley, J., Losito, B., & Agrusti, G. (2016). Assessment Framework. Cham: Springer Open.
Schulz, W., Ainley, J., Fraillon, J., Losito, B., Agrusti, G., & Tim, F. (2017). Becoming Citizens in a Changing World: IEA International Civic and Citizenship Education Study 2016 International Report. Cham: Springer.
Torney-Purta, J. (2002). The School’s Role in Developing Civic Engagement: A Study of Adolescents in Twenty-Eight Countries. Applied Developmental Science, 6(4), 203-212. doi:10.1207/S1532480XADS0604_7
Torney-Purta, J.; Lehman, R.; Oswald, H.; Schulz, W. (2001). Citizenship and Education in Twenty-Eight Countries: Civic Knowledge and Engagement at Age Fourteen. Amsterdam: IEA.
Veugelers, W., & Groot, I. (2019). Theory and Practice of Citizenship Education. In W. Veugelers (Ed.), Education for Democratic Intercultural Citizenship (pp. 14-41). Leidlen; Boston: Brill.
Whiteley, P. (2014). Does Citizenship Education Work? Evidence from a Decade of Citizenship Education in Secondary Schools in England. Parliamentary Affairs, 67(3), 513–535. doi: https://doi.org/10.1093/pa/gss083
Zhu, J., & Chiu, M. M. (2020). Immigrant students in Denmark: why are they disadvantaged in civic learning? Educational Psychology, 40(2), 207-226. doi:10.1080/01443410.2019.1657560
