Please use this identifier to cite or link to this item:
http://hdl.handle.net/10397/104982
DC Field | Value | Language |
---|---|---|
dc.contributor | Department of Applied Social Sciences | en_US |
dc.creator | Reichert, F | en_US |
dc.creator | Chen, J | en_US |
dc.creator | Torney-Purta, J | en_US |
dc.date.accessioned | 2024-03-25T05:13:33Z | - |
dc.date.available | 2024-03-25T05:13:33Z | - |
dc.identifier.issn | 0047-2891 | en_US |
dc.identifier.uri | http://hdl.handle.net/10397/104982 | - |
dc.language.iso | en | en_US |
dc.publisher | Springer New York LLC | en_US |
dc.rights | © Springer Science+Business Media, LLC, part of Springer Nature 2018 | en_US |
dc.rights | This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use (https://www.springernature.com/gp/open-research/policies/accepted-manuscript-terms), but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: http://dx.doi.org/10.1007/s10964-018-0831-8. | en_US |
dc.subject | Classroom climate | en_US |
dc.subject | Developmental niche | en_US |
dc.subject | Efficacy at school | en_US |
dc.subject | Person-centered analysis | en_US |
dc.subject | Student voice | en_US |
dc.subject | Youth civic engagement | en_US |
dc.title | Profiles of adolescents’ perceptions of democratic classroom climate and students’ influence : the effect of school and community contexts | en_US |
dc.type | Journal/Magazine Article | en_US |
dc.identifier.spage | 1279 | en_US |
dc.identifier.epage | 1298 | en_US |
dc.identifier.volume | 47 | en_US |
dc.identifier.issue | 6 | en_US |
dc.identifier.doi | 10.1007/s10964-018-0831-8 | en_US |
dcterms.abstract | Students’ learning experiences and outcomes are shaped by school and classroom contexts. Many studies have shown how an open, democratic classroom climate relates to learning in the citizenship domain and helps nurture active and engaged citizens. However, little research has been undertaken to look at how such a favorable classroom climate may work together with broader school factors. The current study examines data from 14,292 Nordic eighth graders (51% female) who had participated in the International Civic and Citizenship Education Study in 2009, as well as contextual data from 5,657 teachers and 618 principals. Latent class analysis identifies profiles of students’ perceptions of school context, which are further examined with respect to the contextual correlates at the school level using two-level fixed effects multinomial regression analyses. Five distinct student profiles are identified and labeled “alienated”, “indifferent”, “activist”, “debater”, and “communitarian”. Compared to indifferent students, debaters and activists appear more frequently at schools with relatively few social problems; being in the communitarian group is associated with aspects of the wider community. Furthermore, being in one of these three groups (and not in the indifferent group) is more likely when teachers act as role models by engaging in school governance. The results are discussed within the framework of ecological assets and developmental niches for emergent participatory citizenship. The implications are that adults at school could enhance multiple contexts that shape adolescents’ developmental niches to nurture active and informed citizens for democracies. | en_US |
dcterms.accessRights | open access | en_US |
dcterms.bibliographicCitation | Journal of youth and adolescence, June 2018, v. 47, no. 6, p. 1279-1298 | en_US |
dcterms.isPartOf | Journal of youth and adolescence | en_US |
dcterms.issued | 2018-06 | - |
dc.identifier.eissn | 1573-6601 | en_US |
dc.description.validate | 202403 bcch | en_US |
dc.description.oa | Accepted Manuscript | en_US |
dc.identifier.FolderNumber | a2648 [non PolyU] | - |
dc.identifier.SubFormID | 48015 | - |
dc.description.fundingSource | Others | en_US |
dc.description.fundingText | Faculty Research Fund awarded by the Faculty of Education, The University of Hong Kong; Spencer Postdoctoral Fellowship awarded by the National Academy of Education, Washington, DC, USA with generous support from the Spencer Foundation | en_US |
dc.description.pubStatus | Published | en_US |
dc.description.oaCategory | Green (AAM) | en_US |
Appears in Collections: | Journal/Magazine Article |
Files in This Item:
File | Description | Size | Format | |
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Reichert_Profiles_Adolescents_Perceptions.pdf | Pre-Published version | 1.72 MB | Adobe PDF | View/Open |
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