Predictors of civic competence in Spanish secondary school students
Article Sidebar
Main Article Content
Abstract
In recent years, the acquisition of civic competence among adolescents to act as active and participatory citizens in society has gained importance. This article aims to analyse the influence of predictors associated with the student and the school on the civic competence in the eighth year of school education. The sample consists of 3.487 Spanish students in 8th Grade (50.2% boys; 49.8% girls) who participated in the International Civic and Citizenship Education Study (ICCS 2022). A hierarchical model was used, in which the effect of a set of predictors on the dependent variable was analysed at two levels: students and school. At the first level, the results show that girls score more points than boys. The socio-economic background of students has a strong impact on performance. Students' participation in community groups or organisations and in digital media activities have a significant effect on achievement. Significant differences in achievement were found between native and immigrant students, in favour of the former. At the second level, students from private schools score more points than those from public schools. The predictors of the final model explain 27% of the differences between students and 53% of the variability between schools. These findings suggest the need to promote collaboration between family and school in civic competence proposals, to foster collaboration between schools and different community groups, to design an improvement plan in schools in order to strengthen immigrant students' knowledge of civic education, and to promote the use of technologies in schools in civic education activities.
Key words: Civic competence, gender differences, citizenship education, civic education, Compulsory Secondary Education, hierarchical model.
Article Details
References
Azzolini, D. (2016). Investigating the link between migration and civicness in Italy. Which individual and school factors matter? Journal of Youth Studies, 19(8), 1022-1042. https://doi.org/10.1080/13676261.2015.1136056
Berkowitz, R., Moore, H., Astor, R.A. y Benbenishty, R. (2017). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87(2), 425-469. https://doi.org/10.3102/0034654316669821
Blaskó, Z., Dinis da Costa, P. y Vera-Toscano, E. (2019). Non-cognitive civic outcomes: How can education contribute? European evidence from the ICCS 2016 study. International Journal of Educational Research, (98), 366-378. https://doi.org/10.1016/j.ijer.2019.07.005
Cabero-Almenara, J., Torres-Barzabal, L. y Hermosilla-Rodríguez, J. M. (2019). Las TIC y la creación de una ciudadanía crítica e-digital. Education in the Knowledge Society (EKS), 20, 1-10. https://doi.org/10.14201/eks2019_20_a22
Carrasco, D., Banerjee, R., Treviño, E. y 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. https://doi.org/10.1080/01443410.2019.1699907
Castillo J. C., Miranda D., Bonhomme M., Cox C. y Bascopé M. (2015). Mitigating the political participation gap from the school: The roles of civic knowledge and classroom climate. Journal of Youth Studies, 18(1), 16–35. https://doi.org/10.1080/13676261.2014.933199
Choi, S. y Cha, Y.K. (2021). Integration policy in education and immigrant students’ patriotic pride in host countries: A cross-national analysis of 24 European countries. International Journal of Inclusive Education, 25(7), 812-826. https://doi.org/10.1080/13603116.2019.1574315
Cicognani, E., Zani, B., Fournier, B., Gavray, C. y Born, M. (2012). Gender differences in youths’ political engagement and participation. The role of parents and of adolescents’ social and civic participation. Journal of Adolescence, 35(3), 561-576. https://doi.org/10.1016/j.adolescence.2011.10.002
Coleman, J.S., Campbell, E.Q., Hobson, C.J., McPartland, J., Mood, A.M., Weinfeld, F.D. y York. R.L. (1966). Equality of Educational Opportunity. U.S. Department of Health, Education & Welfare Office of Education. National Center for Educational Statistics.
Collado, D., Lomos, C., y Nicaise, I. (2015). The effects of classroom socioeconomic composition on student’s civic knowledge in Chile. School Effectiveness and School Improvement, 26(3), 415–440. https://doi.org/10.1080/09243453.2014.966725
Deimel, D. y Abs, H.J. (2022). Local characteristics shape the intended political behaviours of adolescents. Social Indicators Research, (162), 619-641. https://doi.org/10.1007/s11205-021-02852-y
Deimel, D., Hoskins, B. y Abs., H.J. (2020). How do schools affect inequalities in political participation: compensation of social disadvantage or provision of differential access? Educational Psychology, 40(2), 146-166. https://doi.org/10.1080/01443410.2019.1645305
Dijkstra, A.B., Daas, R., Munniksma, A. y Ten Dam, G. (2023). Citizenship in public, non-religious private and religious private schools. A comparison of student citizenship competences in Dutch secondary education. Educational Review, 75, 1-12.
https://doi.org/10.1080/00131911.2023.2203393
Estanyol, E., Montaña, M., Fernández-de-Castro, P., Aranda, D. y Mohammadi, L. (2023). Competencias digitales de la juventud en España: Un análisis de la brecha de género. Comunicar, 74(31), 113-123. https://doi.org/10.3916/C74-2023-09
Feitosa, F. (2020). Analysis of the effect oh three forms of civic education on the sense of civic duty to vote. Canadian Journal of Political Science, 53(4), 887-901. https://doi.org/10.1017/S0008423920000669
Gaviria, J.L. y Castro, M. (2004). Modelos jerárquicos lineales. La Muralla.
Gil-Flores, J. y García-Gómez, S. (2017). Importancia de la actuación docente frente a la política educativa regional en la explicación del rendimiento en PISA. Revista de Educación, (378), 52-77. https://doi.org/10.4438/1988-592X-RE-2017-378-361
Gleason, B. y Von Guillern, S. (2018). Digital citizenship with social media: Participatory practices of teaching and learning in secondary education. Educational Technology & Society, 21(1), 200-212.
Goldstein, H. (2003). Multilevel Statistical Models. Hodder Arnold.
Gómez, R.L. y Suárez, A.M. (2023). Pedagogical practices and civic knowledge and engagement in Latin America: Multilevel analysis using ICCS data. Heliyon, 9(11), 1-16. https://doi.org/10.1016/j.heliyon.2023.e219
Goodman, S.W. (2021). “Good American citizens: a text-as-data analysis of citizenship manuals for immigrants, 1921-1996. Journal of Ethic and Migration Studies, 47(7), 1474-1497. https://doi.org/10.1080/1369183X.2020.1785852
Granizo, L., van der Meulen, K. y del Barrio, C. (2019). Voz y acción en el instituto: Cómo el alumnado de secundaria percibe su participación. Revista Internacional de Educación para la Justicia Social, 8(2), 131–145. https://doi.org/10.15366/riejs2019.8.2.007
Guérin, L.J.F., Van der Ploeg, P.A. y Sins, P.H. (2013). Citizenship education: the feasibility of a participative approach. Educational Research, 55(4), 427-440. https://doi.org/10.1080/00131881.2013.844945
Guerra, R., Borges, R., Aguiar, C., Carmona, M., Alexandre, J. y Costa, R. (2019). School achievement and well-being of immigrant children: The role of acculturation orientations and perceived discrimination. Journal of School Psychology, (75), 104-118. https://doi.org/10.1016/j.jsp.2019.07.004
Juanes, A. y Jacott, L. (2020). ¿Qué piensan estudiantes de primaria bonaerenses y madrileños sobre la participación escolar? Revista Internacional de Educación para la Justicia Social, 9(2), 197-217. https://doi.org/10.15366/riejs2020.9.2.010
Keating, A. (2015). Are cosmopolitan dispositions learned at home, at school, or through contact with others? Evidence from young people in Europe. Journal of Youth Studies, 19(3), 338–357. https://doi.org/10.1080/13676261.2015.1072
Kerlinger, F. y Lee, H. (2002). Investigación del comportamiento. Métodos de investigación en Ciencias Sociales. McGraw-Hill.
Kim, D.H. y Ellison, N.B. (2021). From observation on social media to offline political participation: The social media affordances approach. New Media & Society, 24(12), 2614-2634. https://doi.org/10.1177/1461444821998346
Lauricella, A.R., Herdzina, J. y Robb, M. (2020). Early childhood educators’ teaching of digital citizenship competencias. Computers & Education, (158), 1-9. https://doi.org/10.1016/j.compedu.2020.103989
Manganelli, S., Lucidi, F. y Alivernini, F. (2014). Adolescents´ expected civic participation: The role of civic knowledge and efficacy beliefs. Journal of Adolescence, 37(5), 632-641. https://doi.org/10.1016/j.adolescence.2014.05.001
Marta, E., Guglielmetti, C. y Pozzi, M. (2006). Volunteerism during young adulthood: An italian investigation into motivational patterns. International Journal of Voluntary and Nonprofit Organizations, (17), 221-232.
Martínez-Garrido, C. y Murillo, F.J. (2014). Programas para la realización de modelos multinivel. Un análisis comparativo entre MLwiN, SPSS y Stata. Revista Electrónica de Metodología Aplicada, 19(2), 1-24. https://doi.org/10.17811/rema.19.2.2014.1-24
Maurissen, L. (2020). Political efficacy and interest as mediators of expected political participation among Belgian adolescents. Applied Developmental Science, 24(4), 339-353. https://doi.org/10.1080/10888691.2018.1507744
Ministerio de Educación y Formación Profesional. (23 de marzo de 2024). ICCS 2022. Marco de Evaluación. https://doi.org/bit.ly/49kGkxv
Ministerio de Educación, Formación Profesional y Deportes. (25 de marzo de 2024a). ICCS 2022. Estudio Internacional sobre Educación Cívica y Ciudadana. Módulo Europeo. https://bit.ly/43AKtMG
Ministerio de Educación, Formación Profesional y Deportes. (26 de marzo de 2024b).
ICCS 2022. Estudio Internacional sobre Educación Cívica y Ciudadana. Informe Español. https://bit.ly/3vs6hNE
Miranda, D. (2023). Socio-economic inequalities of families and their differential impact on types of political participation in the new generation of 24 countries. International Journal of Social Psychology, 38(3), 602-641. https://doi.org/10.1080/02134748.2023.2239576
Mizala, A. y Torche, F. (2012). Bringing the schools back in: The stratification of educational achievement in the Chilean voucher system. International Journal of Educational Development, 32(1), 132-144. https://doi.org/10.1016/j.ijedudev.2010.09.004
Myoung, E. y Liou, P.Y. (2022). Systematic review of empirical studies on international large-scale assessments of civic and citizenship education. Scandinavian Journal of Educational Research, 66(7), 1269-1291. https://doi.org/10.1080/00313831.2022.2131903
Ohme, J. (2019). Updating citizenship? The effects of digital media use on citizenship understanding and political participation. Information, Communication & Society, 22(13), 1903-1928. https://doi.org/10.1080/1369118X.2018.1469657
Pangrazio, L. y Sefton-Green, J. (2021). Digital rights, digital citizenship and digital literacy: What´s the difference? Journal of New Approaches in Educational Research, 10(1), 15-27. https://doi.org/10.7821/naer.2021.1.616
Pardo, A., Ruiz, M.A. y San Martín, R. (2007). Cómo ajustar e interpretar modelos multinivel con SPSS. Psicothema, 19(2), 308-321.
Park, S. y Holloway, S.D. (2017). The effects of school-based parental involvement on academic achievement at the child and elementary school level: A longitudinal study. Journal of Educational Research, 110(1), 1-16. https://doi.org/10.1080/00220671.2015.1016600
Rodríguez-Mantilla, J.M., Fernández-Díaz, M.J., & Jover, G. (2018). PISA 2015: Predictores del rendimiento en Ciencias en España. Revista de Educación, (380), 75-102. https://doi.org/10.4438/1988-592X-RE-2017-380-373
Snijders, T. A., & Bosker, R.J. (2012). Multilevel analysis: An introductionto basic and advanced multilevel modeling. Sage Publications.
Solhaug, T. y Kristensen, N.N. (2020). Gender and intercultural competence: analysis of intercultural competence among upper secondary school students in Denmark and Norway. Educational Psychology, 40(1), 120-140. https://doi.org/10.1080/01443410.2019.1646410
Teltemann, J. y Schunck, R. (2017). Education systems, school segregation, and second-generation immigrants’ educational success: Evidence from a country-fixed effects approach using three waves of PISA. International Journal of Comparative Sociology, 57(6), 401-424. https://doi.org/10.1177/0020715216687348
Ten Dam, G., Dijkstra, A.B., Van der Veen, I. y Van Goethem, A. (2020). What do adolescents know about citizenship? Measuring student's knowledge of the social and political aspects of citizenship. Social Sciences, 9(12), 1-24. https://doi.org/10.3390/socsci9120234
Tourón, J., López-González, E., Lizasoain, L. y Navarro, E. (2023). Análisis de datos y medida en educación. (Vol. II). UNIR Editorial.
Ye, W. (2018). Socioeconomic status and out-of-school citizenship education in China's Shanghai. Education and Urban Society, 50(7), 641-669. https://doi.org/0.1177/0013124517713609
Zhu, J. y Chiu, M.M. (2020). Immigrant students in Denmark: why are they disadvantaged in civic learning? Educational Psychology, 40(2), 207-226. https://doi.org/10.1080/01443410.2019.1657560
Zhu, J., Kennedy, K.J., Mok, M.M. y Halse, C.M. (2019). Chinese immigrant students in Hong Kong: Exploring performance and influences on their civic learning. Psych Journal, 8(4), 465-479. https://doi.org/10.1002/pchj.260