Students’ citizenship competencies: The role of ethnic school composition and perceived teacher support

IF 2.5 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Theory and Research in Social Education Pub Date : 2022-01-02 DOI:10.1080/00933104.2021.2014375

I. Sincer, M. Volman, I. van der Veen, S. Severiens

{"title":"Students’ citizenship competencies: The role of ethnic school composition and perceived teacher support","authors":"I. Sincer, M. Volman, I. van der Veen, S. Severiens","doi":"10.1080/00933104.2021.2014375","DOIUrl":null,"url":null,"abstract":"ABSTRACT The current study examined the effects of school ethnic composition and teacher-student relationships (teacher support) on students’ citizenship competencies. Additionally, this study investigated the moderating effect of teacher support on the relationship between school ethnic composition and citizenship competencies. Citizenship was operationalized as competencies and knowledge concerning acting democratically, acting in a socially responsible manner, dealing with conflicts, and dealing with differences. Multilevel analyses among a sample of 4,902 students from 75 Dutch secondary schools showed that the degree of school ethnic diversity is positively related to competencies in acting democratically, acting in a socially responsible manner, and dealing with differences, but it is negatively related to knowledge regarding acting in socially responsible manner and dealing with conflicts. Teacher support was positively associated with both competencies and knowledge in all social tasks. Except for one outcome, no moderation effect of teacher support was found.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"125 - 155"},"PeriodicalIF":2.5000,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Theory and Research in Social Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/00933104.2021.2014375","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 2

Abstract

ABSTRACT The current study examined the effects of school ethnic composition and teacher-student relationships (teacher support) on students’ citizenship competencies. Additionally, this study investigated the moderating effect of teacher support on the relationship between school ethnic composition and citizenship competencies. Citizenship was operationalized as competencies and knowledge concerning acting democratically, acting in a socially responsible manner, dealing with conflicts, and dealing with differences. Multilevel analyses among a sample of 4,902 students from 75 Dutch secondary schools showed that the degree of school ethnic diversity is positively related to competencies in acting democratically, acting in a socially responsible manner, and dealing with differences, but it is negatively related to knowledge regarding acting in socially responsible manner and dealing with conflicts. Teacher support was positively associated with both competencies and knowledge in all social tasks. Except for one outcome, no moderation effect of teacher support was found.

查看原文本刊更多论文

学生的公民能力:少数民族学校组成和教师支持的作用

摘要本研究考察了学校种族构成和师生关系(教师支持)对学生公民能力的影响。此外，本研究还探讨了教师支持对学校民族构成与公民能力关系的调节作用。公民被运作为一种能力和知识，涉及民主行事，以对社会负责的方式行事，处理冲突和处理分歧。对来自荷兰75所中学的4902名学生样本的多水平分析表明，学校种族多样性的程度与民主行事、以社会负责的方式行事和处理差异的能力呈正相关，但与以社会负责的方式行事和处理冲突的知识负相关。教师的支持与所有社会任务的能力和知识呈正相关。除1个结果外，教师支持无调节作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Theory and Research in Social Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.30

自引率

30.80%

发文量