Volume 6, Issue 4 (12-2023)
Iranian Journal of Educational Sociology 2023, 6(4): 28-38 |
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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
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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.
2- PhD Student, Department of Educational Management, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran.
Abstract: (566 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.
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.
Type of Study: Research Article |
Subject:
Special
Received: 2022/10/30 | Accepted: 2023/12/30 | Published: 2024/02/20
Received: 2022/10/30 | Accepted: 2023/12/30 | Published: 2024/02/20
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