Youth Developing Political Efficacy Through Social Learning Experiences: Becoming Active Participants in a Supportive Model United Nations Club

被引:20
作者
Levy, Brett L. M. [1 ]
机构
[1] SUNY Albany, Albany, NY 12222 USA
关键词
civic education; civic engagement; extracurricular; out-of-school time; political efficacy; secondary education; social learning; SELF-EFFICACY; SIMULATIONS; ENGAGEMENT; MOTIVATION; GOVERNMENT; ATTITUDES; STUDENTS; SKILLS; SOCIALIZATION; CLASSROOM;
D O I
10.1080/00933104.2017.1377654
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Prior research indicates that individuals are more likely to take political action (e.g., vote, contact representatives, protest) when they have higher levels of political efficacy, the belief that one's actions can influence political processes. In this mixed methods longitudinal study, I draw on Wenger's and Bandura's theories of social learning to examine how adolescents' political efficacy developed during their experiences in a Model United Nations club. Through analyses of data from questionnaires, interviews, and observations, I found that students' political efficacy increased as they became active club participants. Supportive relationships with club peers and advisors encouraged regular involvement, which in turn provided participants repeated opportunities to prepare for and practice authentic political tasks-experiences that supported their political efficacy. These findings enhance our understanding of successful democratic education and have useful implications for educators and researchers interested in political engagement.
引用
收藏
页码:410 / 448
页数:39
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