How Children Understand Civic Actions: A Mixed Methods Perspective

Autor/inn/en	Metzger, Aaron; Syvertsen, Amy K.; Oosterhoff, Benjamin; Babskie, Elizabeth; Wray-Lake, Laura
Titel	How Children Understand Civic Actions: A Mixed Methods Perspective
Quelle	In: Journal of Adolescent Research, 31 (2016) 5, S.507-535 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/0743558415610002
Schlagwörter	Citizen Participation; Student Attitudes; Elementary School Students; Middle School Students; High School Students; Age Differences; Gender Differences; Q Methodology; Attribution Theory; Classification; Personality Traits; Individual Characteristics; Activism; Urban Schools; Suburban Schools; Rural Schools; Statistical Analysis; Geographic Location; Semi Structured Interviews; California; Minnesota; West Virginia + Suchen Sie Ihr Suchwort? 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Schülerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Classification system; Klassifikation; Klassifikationssystem; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Personality traits; Aktivismus; Politischer Protest; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Rural area; Rural areas; Ländlicher Raum; Schulen; Statistische Analyse; Kalifornien
Abstract	The development of civically engaged citizens is vital for democratic societies. Although several studies have explored children and adolescents' conceptualizations of civic engagement, less is known about youths' understanding of the individual skills and attributes best suited for civic action. The current study utilized a Q-sort methodology to explore the types of character strengths children and adolescents (n = 87; M[subscript age] = 13, 9-19, 52% female) assigned to people who engage in different types of civic activities. Participants sorted 12 character strengths (amazed, creative, forgiving, future-minded, generous, grateful, humble, joyful, leader, purposeful, responsible, and thrifty) into five categories ranging from "most like" to "least like" based on their perceptions of individuals engaged in four distinct civic activities: volunteering, voting, protesting, and engaging in environmental or conservation behaviors. Youth not only differentially applied certain character strengths to individuals engaged in distinct civic activities but also identified a set of character strengths (future-minded, leader, purposeful, and responsible) as core to multiple forms of civic engagement. Results provide new insights into youths' budding conceptualization of the individual characteristics, attributes, and motivations, which undergird different forms of civic action. Qualitative analysis of youths' justifications for their rankings provided additional nuance into their developing understanding of civic actions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01