Does political participation in adolescence promote knowledge acquisition and active citizenship?

Grobshäuser, Natalie; Weißeno, Georg

doi:10.1177/1746197919900153

Cited by 13 publications

(5 citation statements)

References 26 publications

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“…The implications of which could be due to a traditional approach to citizenship teaching and a lack of digital education in classrooms or including the use of social media in civics education or for social justice issues. These results partially support with the findings of Grobshäuser and Weißeno (2021) who claim that participation experience has no effect on pupils' political knowledge and the willingness to participate in politics in the future. However, the framing of citizenship education and pedagogical activities may have a possible influence on how civic engagement and citizenship is exercised, which in turn, would contradict Maher and Earl (2019) regarding the digitalization of this field (De-la-Garza-Montemayor et al, 2019).…”

Section: Results Regarding Socio-civic Skills Development and The Par...supporting

confidence: 89%

Digital and socio-civic skills development and young people’s perceptions of digital citizenship in the UK

Peart

Higgins

Esteban

et al. 2023

Education, Citizenship and Social

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Digital Citizenship is an emerging field of research but there is still a lack of knowledge into what works and how to implement educational practices to develop digital citizenship. The objective of this paper is to evaluate the relationship between young people’s participatory profile and their perceptions of the development of digital and socio-civic skills, and to understand how young people exercise their citizenship in the United Kingdom. The study consists of 124 responses to an online questionnaire. The analysed data suggests that the current framing of citizenship education curriculum in the UK is still focused on more traditional forms of political participation and more work needs to be done in terms of developing citizenship education for a digital era.

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Section: Results Regarding Socio-civic Skills Development and The Par...supporting

confidence: 89%

Digital and socio-civic skills development and young people’s perceptions of digital citizenship in the UK

Peart

Higgins

Esteban

et al. 2023

Education, Citizenship and Social

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show abstract

“…Unfortunately, research in the U.S. suggests that youth have difficulties evaluating online information and their sources (McGrew et al, 2018). Though recent research indicates that (offline) political participation might not increase citizens' levels of political knowledge (Grobshäuser and Weißeno, 2020;Reichert and Print, 2019), whether that is also true for online forms of political participation and how participatory experiences more broadly relate to information literacy remains an open question.…”

Section: Discussionmentioning

confidence: 99%

Collective Protest and Expressive Action Among University Students in Hong Kong: Associations Between Offline and Online Forms of Political Participation

Reichert

2021

Front. Polit. Sci.

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Youth have often been described as politically apathetic or disengaged, particularly with respect to more conventional forms of participation. However, they tend to prefer non-institutionalized modes of political action and they may express themselves on the Internet. Young people have also been recognized as having a “latent preparedness” to get politically active when needed. This paper reports forms of offline and online participation adopted by young adults in Hong Kong who were surveyed shortly before the anti-extradition bill social movement of 2019 and 1 year later. The results tentatively suggest that young adults may not be very active in politics when they do not perceive the need to bring about change. However, they are involved in expressive activities and on the Internet more broadly, and ready to turn their latent participation into concrete political participation when they are dissatisfied with government actions and believe it is their responsibility to act against laws perceived to be unjust. Cross-sectional and cross-lagged panel analyses show that youth’s participation in offline political activities is associated with their online participation. Positive effects of past experiences in each mode on participation in offline and online political activities show the mobilizing potential of social media and provide support for the reinforcement hypothesis, though previous participation in offline activities appears as a better predictor of political participation when compared with prior participation on the Internet.

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“…Context specificity is equally applicable to achievement motivation. It is domain-specific, and in civics lessons it is related to political knowledge, the capacity for political action and political judgement (Grobshäuser and Weisseno, 2021; Weisseno and Weisseno, 2021). Achievement in the classroom can be defined as political knowledge as well as the ability to present an argument and make a judgement (Weisseno, 2020: 501).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

Achievement motivation in civics courses at vocational grammar schools

Weißeno

Grobshäuser

2023

Citizenship, Social and Economics Education

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This article examines achievement motivation in connection with the political knowledge of upper secondary level pupils at german vocational grammar schools. The influence of achievement motivation in civic courses has been scarcely researched so far. In the expectancy-value model, expectations of success are important determinants of action in relation to academic achievements. Pupils’ expectations of success or failure in civics courses have a behaviour-regulating function. They influence pupils’ behaviour when learning about politics. In the cross-sectional survey of 470 pupils, results show lasting effects from an approach motivation (“hope of success”) and an avoidance motivation (“fear of failure”) studied. The data of this study confirmed the influence of achievement motivation in civics courses on the school-related political knowledge. While cultural capital makes no significant difference in the extent of the motivational constructs, a migrant background showed moderate but inconsistent effects and gender had clear negative effects for the girls. In this study, it was shown that based on the theoretical foundation described, the theory of domain-specific competency can be combined with the achievement motivation in Civics.

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Does political participation in adolescence promote knowledge acquisition and active citizenship?

Cited by 13 publications

References 26 publications

Digital and socio-civic skills development and young people’s perceptions of digital citizenship in the UK

Digital and socio-civic skills development and young people’s perceptions of digital citizenship in the UK

Collective Protest and Expressive Action Among University Students in Hong Kong: Associations Between Offline and Online Forms of Political Participation

Achievement motivation in civics courses at vocational grammar schools

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