Role of school climate and personality in the development of Czech adolescents’ political self-efficacy

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F19%3A00107151" target="_blank" >RIV/00216224:14230/19:00107151 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/10888691.2017.1364163" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/10888691.2017.1364163</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/10888691.2017.1364163" target="_blank" >10.1080/10888691.2017.1364163</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Role of school climate and personality in the development of Czech adolescents’ political self-efficacy

Popis výsledku v původním jazyce

This study examined the effects of school climate (open classroom and positive student relationships) and personality dispositions (shyness and need for cognition) on adolescents' political self-efficacy. Data were collected in 2014 from 1,954 Czech ninth- and tenth-graders (mean age = 15.60). A multilevel analysis showed that school-level political self-efficacy predicted self-efficacy for local politics. However, schools and classrooms were rather homogeneous in terms of students’ mean political self-efficacy and students' self-reported acquisition of civic skills at school. Hence, school characteristics had only limited associations with adolescents' political self-efficacy. At the same time, students' political efficacy had a considerable association with lower shyness and higher need for cognition. These results suggest that the development of political efficacy at school goes beyond simple general influences of school environment and individual differences between students must be considered.

Název v anglickém jazyce

Role of school climate and personality in the development of Czech adolescents’ political self-efficacy

Popis výsledku anglicky

This study examined the effects of school climate (open classroom and positive student relationships) and personality dispositions (shyness and need for cognition) on adolescents' political self-efficacy. Data were collected in 2014 from 1,954 Czech ninth- and tenth-graders (mean age = 15.60). A multilevel analysis showed that school-level political self-efficacy predicted self-efficacy for local politics. However, schools and classrooms were rather homogeneous in terms of students’ mean political self-efficacy and students' self-reported acquisition of civic skills at school. Hence, school characteristics had only limited associations with adolescents' political self-efficacy. At the same time, students' political efficacy had a considerable association with lower shyness and higher need for cognition. These results suggest that the development of political efficacy at school goes beyond simple general influences of school environment and individual differences between students must be considered.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50100 - Psychology and cognitive sciences

Projekt

<a href="/cs/project/GA14-20582S" target="_blank" >GA14-20582S: Psychologické aspekty občanské participace adolescentů</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Applied Developmental Science

ISSN

1088-8691

e-ISSN

1532-480X

Svazek periodika

23

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

11

Strana od-do

203-213

Kód UT WoS článku

000474442900001

EID výsledku v databázi Scopus

2-s2.0-85035745849