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

被引：5

作者：

Sincer, Isil ^{[1
]}

Volman, Monique ^{[2
]}

van der Veen, Ineke ^{[3
]}

Severiens, Sabine ^{[1
]}

机构：

[1] Erasmus Univ, Rotterdam, Netherlands

[2] Univ Amsterdam, Amsterdam, Netherlands

[3] Univ Amsterdam, Kohnstamm Inst, Amsterdam, Netherlands

来源：

THEORY AND RESEARCH IN SOCIAL EDUCATION | 2022年 / 50卷 / 01期

关键词：

Citizenship competencies; school diversity; school ethnic composition; secondary education; teacher support; CLASSROOM MANAGEMENT; DIVERSITY; EDUCATION; CLIMATE; POLICY; ADOLESCENTS; ENVIRONMENT; ENGAGEMENT; MOTIVATION; COMMUNITY;

D O I：

10.1080/00933104.2021.2014375

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：125 / 155

页数：31

共 77 条

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