Critical Thinking and Political Participation: Development and Assessment of a Causal Model

Guyton, Edith

doi:10.1080/00933104.1988.10505554

Cited by 32 publications

(33 citation statements)

References 14 publications

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“…While political scientists differ in their research foci, our analysis focuses on two central psychological factors: political efficacy and interest. Studies suggest that political efficacy and interest are especially reliable predictors of political participation (Almond and Verba 1963;Becker 2005;Cohen, Vigoda, and Samorly 2001;Guyton 1988;Paulsen 1991;Stromback and Shehata 2010;Tygart 1977). Moreover, there is strong evidence that educators can positively influence these factors through a variety of strategies (detailed below).…”

Section: Research On the Factors That Influence Political Participationmentioning

confidence: 95%

Toward fostering environmental political participation: framing an agenda for environmental education research

Levy

Zint

2012

Environmental Education Research

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Scholars of environmental education (EE) and education for sustainable development (ESD) have been among the environmental leaders calling for individuals to become increasingly engaged in political action aimed at addressing environmental and sustainability issues. Few, however, have studied how educational experiences might foster greater environmental political engagement. Fortunately, there is a rich body of research in political science, psychology, and education that provides insights that EE and ESD scholars and educators can build on. Studies in these domains suggest, for example, that political efficacy (the belief that individuals' actions can influence political processes) and political interest (individuals' willingness to pay attention to politics) are strong predictors of political participation. Moreover, these studies have shown that educators can strengthen individuals' political efficacy and interest through activities such as open-ended discussions of political issues, opportunities to identify with politically oriented groups, and involvement in actual and simulated democratic decision-making processes. This conceptual paper: (1) reviews the broad support for preparing individuals for environmental political participation through education, (2) synthesizes research on the factors that influence political participation, (3) provides a theoretical framework for researchers and educators interested in fostering environmental political participation, and (4) offers recommendations for descriptive, measurement, and educational studies that can provide educators with further guidance on how to foster individuals' environmental political participation.

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Section: Research On the Factors That Influence Political Participationmentioning

confidence: 95%

Toward fostering environmental political participation: framing an agenda for environmental education research

Levy

Zint

2012

Environmental Education Research

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“…11-12). He criticizes traditional citizenship curriculum that teaches topics such as procedures of republican government, assimilation, attainment, and spectatorship; he laments the lack of attention to the history of democracy, its central ideas, problems it has solved, conditions that support and undermine its development, the deliberative arts, and discussion of cultural diversity and the tension between oneness and manyness (1996a, (Lortie, 1975;McNeil, 1986;McPherson, 1972;Peshkin, 1978;Stake & Easley, 1978 ample, the ability of teachers to possess and provide certain kinds of civic knowledge and the capacity of schools and teachers to socialize students into democracy and cultivate students' political attitudes (Ehman, 1980a(Ehman, , 1980bGuyton, 1988;Hahn, 1988). However, we examine here an even more fundamental question:…”

Section: Broader Meanings Of Democracy: Pluralist Citizenship Educatimentioning

confidence: 98%

What Does Democracy Mean to Prospective Elementary Teachers?

Ross

Yeager

1999

Journal of Teacher Education

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“…Almond & Verba, 1963;Beaumont, 2010;Becker, 2004;Campbell, Gurin, & Miller, 1954;Guyton, 1988). For several decades, researchers have found that political efficacy increases when individuals have certain types of experiences (review to follow), but there has been little research on the psychological mechanisms underlying these changes.…”

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confidence: 96%

An empirical exploration of factors related to adolescents’ political efficacy

Levy

2013

Educational Psychology

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Political scientists have found that one of the strongest predictors of political participation is political efficacy, the belief that individuals' actions can influence political processes. Prior research indicates that political efficacy increases through various experiences, such as discussions of public issues, but it does not explain why or how these experiences support the development of political efficacy. To address this gap, this paper explores the broad set of factors that influence political efficacy amongst adolescents, who are at a crucial age for identity development. By analysing interview data from 32 high school students and questionnaire responses from 142 undergraduates, I found evidence to support a model that includes a wide variety of factors that contribute to political efficacy, such as persistence, political interest and political trust. Based on this empirical model, I provide practical recommendations to educators and researchers interested in preparing students for active political participation.

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Critical Thinking and Political Participation: Development and Assessment of a Causal Model

Cited by 32 publications

References 14 publications

Toward fostering environmental political participation: framing an agenda for environmental education research

Toward fostering environmental political participation: framing an agenda for environmental education research

What Does Democracy Mean to Prospective Elementary Teachers?

An empirical exploration of factors related to adolescents’ political efficacy

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