Volume 6, Issue 4 (12-2023)                   Iranian Journal of Educational Sociology 2023, 6(4): 28-38 | Back to browse issues page


XML Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Jafari S, Ostadrahimi M. (2023). Predicting Students’ Social Movement Citizenship based on Open Classroom Climate, Political Efficacy and Civic Knowledge. Iranian Journal of Educational Sociology. 6(4), 28-38. doi:10.61186/ijes.6.4.28
URL: http://iase-idje.ir/article-1-1229-en.html
1- Assistant Professor, Department of Educational Management, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran (Corresponding Author).
2- PhD Student, Department of Educational Management, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran.
Abstract:   (1246 Views)
Purpose: The purpose of the present study was to predict students’ social movement citizenship based on open classroom climate, political efficacy and civic knowledge.
Methodology: This study was an applied research according to the purpose and is a type of descriptive-correlational researches on the basis of data collection method. The statistical population of the study consisted of all the students of the college of education and psychology at Semnan University in the academic year 2018-2019. The participants were 227 students (107 male students, 120 female students) who were selected using stratified random sampling method. All of them completed open classroom climate, political awareness, civic knowledge and social movement questionnaires. The data was analyzed by SPSS and LISREL software and Pearson correlation coefficient technique and path analysis model.
Findings: The findings showed that there is a positive and significant relationship between open classroom climate, political efficacy and civic knowledge with students’ social movement citizenship. Open classroom climate has not a direct and significant effect on students’ social movement citizenship. Open classroom climate has a significant indirect influence on students’ social movement citizenship through mediation of political efficacy. Open classroom climate has a significant indirect impact on students’ social movement citizenship through mediation of civic knowledge.
Conclusion: The results of this study indicate the importance of paying attention to the role of open classroom climate, political awareness and civic knowledge in increasing students’ social movement citizenship.
Full-Text [PDF 775 kb]   (847 Downloads)    
Type of Study: Research Article | Subject: Special
Received: 2022/10/30 | Accepted: 2023/12/30 | Published: 2024/02/20

References
1. Akin S, Calik B, Engin Demir C. )2017(. Students as change agents in the community: Developing active citizenship at schools. Educational Sciences: Theory & Practice. 17(3), 809-834.
2. Alexander A, Karvonen M, Ulrich J, Davis T, Wade A. (2012). Community college faculty competencies. Community College Journal of Research and Practice. 36(11), 849-862. [DOI:10.1080/10668926.2010.515511]
3. Avralev N, Efimova I. (2015). The Role of Global University Rankings in the Process of Increasing the Competitiveness of Russian Education in the Context of Globalization and the Export of Educational Technologies. Universal Journal of Educational Research. 3(1), 55-61. [DOI:10.13189/ujer.2015.030108]
4. Bahrami V, Taj Mazinani A, Amiri H. (2016). The Analysis of the Effective Factors on Citizenship Knowledge Among Students (Case Study: City of Poldokhtar). Social Development and Welfare Planning. 8(31), 81-116.
5. Beaumont E. (2010). Political agency and empowerment: Pathways for developing a sense of political efficacy in young adults. Handbook of research on civic engagement in youth. 525-558. [DOI:10.1002/9780470767603.ch20]
6. Blandford A, Taylor D, Smit M. (2015). Examining the role of information in the civic engagement of youth. Proceedings of the Association for Information Science and Technology. 52(1), 1-9. [DOI:10.1002/pra2.2015.145052010021]
7. Brown JL, Jones SM, LaRusso MD, Aber JL. (2010). Improving classroom quality: Teacher influences and experimental impacts of the 4rs program. Journal of Educational Psychology. 102(1), 153-167. [DOI:10.1037/a0018160]
8. Congmin ZH. (2016). Factors Influencing Student Participation in Classroom Interaction. Higher Education of Social Science. 11(3), 20-23.
9. Dinger FC, Dickhäuser O, Spinath B, Steinmayr R. (2013). Antecedents and consequences of students' achievement goals: A mediation analysis. Learning and Individual Differences. 28, 90-101. [DOI:10.1016/j.lindif.2013.09.005]
10. Findlow S. (2012). Higher education change and professional-academic identity in newly 'academic'disciplines: the case of nurse education. Higher Education. 63(1), 117-133. [DOI:10.1007/s10734-011-9449-4]
11. Galston WA. (2007). Civic knowledge, civic education, and civic engagement: A summary of recent research. International Journal of Public Administration. 30(6-7), 623-642. [DOI:10.1080/01900690701215888]
12. Geboers E, Geijsel F, Admiraal W, Ten Dam G. (2013). Review of the effects of citizenship education. Educational Research Review. 9, 158-173. [DOI:10.1016/j.edurev.2012.02.001]
13. Ghafari-Hashjin Z, Beginia A, Ghatee A. (2010). Factors Affecting Political Participation of Students of Political and Technical Sciences, University of Tehran. Journal of Political Science. 6(2), 207-240.
14. Hoffman LL, Hutchinson CJ, Reiss E. (2009). On Improving School Climate: Reducing Reliance on Rewards and Punishment. International Journal of Whole Schooling. 5(1), 13-24.
15. Hoskins B, Janmaat JG, Melis G. (2017). Tackling inequalities in political socialisation: A systematic analysis of access to and mitigation effects of learning citizenship at school. Social science research. 68: 88-101. [DOI:10.1016/j.ssresearch.2017.09.001] [PMID]
16. Knowles RT, McCafferty-Wright J. (2015). Connecting an open classroom climate to social movement citizenship: A study of 8th graders in Europe using IEA ICCS data. The Journal of Social Studies Research. 39(4), 255-269. [DOI:10.1016/j.jssr.2015.03.002]
17. Koster B, Dengerink JJ. (2008). Professional standards for teacher educators: how to deal with complexity, ownership and function. Experiences from the Netherlands. European journal of teacher education. 31(2), 135-149. [DOI:10.1080/02619760802000115]
18. Little B, Locke W, Parker J, Richardson J. (2007). Excellence in teaching and learning: a review of the literature for the Higher Education Academy.
19. Mueller RO. (1999). Basic principles of structural equation modeling: An introduction to LISREL and EQS. Springer Science & Business Media.
20. Navarro-Medina E, de-Alba-Fernandez N. (2015). Citizenship Education in the European Curricula. Procedia-Social and Behavioral Sciences. 197, 45-49. [DOI:10.1016/j.sbspro.2015.07.381]
21. Palizban M. (2011). Student's Interest In Political Participation And Its Effective Factors. Politic Quarterly. 41(2), 33-49.
22. Raviv A, Raviv A, Reisel E. (1990). Teachers and students: Two different perspectives?! Measuring social climate in the classroom. American Educational Research Journal. 27(1), 141-157. [DOI:10.3102/00028312027001141]
23. Serek J, Machackova H. (2019). Role of school climate and personality in the development of Czech adolescents' political self-efficacy. Applied Developmental Science. 23(3), 203-213. [DOI:10.1080/10888691.2017.1364163]
24. Sharifi A, Islamiyah F. (2013). A Survey of Students' Knowledge of Citizenship Law (Case Study: Islamic Azad University, Semnan Branch). Journal of Higher Education Curriculum Studies. 3(6), 109-124.
25. Sigauke A.T. (2012). Young people, citizenship and citizenship education in Zimbabwe. International Journal of Educational Development. 32(2), 214-223. [DOI:10.1016/j.ijedudev.2011.02.014]
26. 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]
27. Tremblay K, Lalancette D, Roseveare D. (2012). Assessment of higher education learning outcomes: Feasibility study report, volume 1 design and implementation. Paris, France: Organisation for Economic Co-operation and Development, 1.
28. Yuen CY. (2013). School Engagement and Civic Engagement as Predictors for the Future Political Participation of Ethnic Chinese and South Asian Adolescents in HongKong. Migracijske i etničke teme. (3), 317-342. [DOI:10.11567/met.29.3.1]
29. Zhang T, Torney-Purta J, Barber C. (2012). Students' conceptual knowledge and process skills in civic education: Identifying cognitive profiles and classroom correlates. Theory & Research in Social Education. 40(1), 1-34. [DOI:10.1080/00933104.2012.649467]

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2024 CC BY-NC 4.0 | Iranian journal of educational sociology

Designed & Developed by : Yektaweb