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Study on the development of civic literacy in adolescence (CIVIC)
The study on the development of civic literacy in adolescence analyses the development of young people's political skills - their so-called civic literacy (CL). CL encompasses knowledge, motivation, attitudes and volition for political and social participation. The aim of the project is (1) to analyse the development of these competencies during adolescence, (2) to empirically investigate school-related influencing factors and (3) to shed light on the relationship between CL and actual participation. The study is based on data collected annually at a total of five measurement points, which are then analysed comprehensively.
Funding
Project description
The CIVIC project investigates how civic literacy (i.e. the knowledge, motivation, attitudes and willingness to act for political and social participation) develops in young people and which factors support or inhibit this process. The aim is to understand how political skills grow inside and outside of school and to what extent they lead to active engagement in the long term.
As part of a longitudinal study, around 675 pupils in grades 11 and 12 as well as trainees at vocational schools are being analysed. The sample is connected to an existing sample with annually collected data in grades 7 to 10, so that data from a total of six measurement points can be used.
In addition, characteristics of civic lessons (such as discussion climate, problem-orientated lessons) and extracurricular influences (family support, extracurricular activities) are recorded. Latent growth curve models, cross-lag panel models and structural equation modelling will be used to analyse developmental processes and to examine relationships between school conditions, civic literacy and actual participation.
Initial results should show how the four components of civic literacy change over the course of adolescence, which school and extracurricular factors are particularly beneficial and whether political competences can compensate for social inequalities in participation - for example depending on migration background or social status. The findings will support schools and education policy in designing curricula and teaching concepts in such a way that young people are systematically strengthened in their political maturity and can fulfil their role as active citizens in the long term.
Lead researcher at IFS
Project management
External project partners
- Dr. Corey Savage (University of Glasgow)
Further information
Prior project: EPKO