Developing a Composite Indicator to Measure Civic Participatory Potential in Two Chinese Societies

Autor/inn/en	Li, Lijuan; Kennedy, Kerry John
Titel	Developing a Composite Indicator to Measure Civic Participatory Potential in Two Chinese Societies
Quelle	In: Cogent Education, 3 (2016) 1, Artikel 1175050 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2016.1175050
Schlagwörter	Foreign Countries; Citizen Participation; Comparative Analysis; Profiles; Measurement Techniques; Predictive Measurement; Predictive Validity; Citizenship Education; Adolescent Attitudes; Correlation; Psychometrics; Item Response Theory; Student Surveys; Likert Scales; Activism; Test Reliability; Test Validity; China; Hong Kong; Taiwan + Suchen Sie Ihr Suchwort? Ausland; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Charakterisierung; Profilanalyse; Messtechnik; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Korrelation; Psychometry; Psychometrie; Item-Response-Theorie; Schülerbefragung; Likert-Skala; Aktivismus; Politischer Protest; Testreliabilität; Testvalidität; Hongkong
Abstract	This study examined whether there is evidence in Hong Kong and Taiwan students' early attitudes to civic participation that suggests they will adopt radical forms of civic participation and whether civic participatory potential of students from these two Chinese societies differed in early adolescence. To achieve these purposes, we used a Rasch measurement approach to construct comparable profiles. In doing so, we adopted conceptual and empirical approaches to construct a composite indicator and then tested validity and reliability of this indicator for the two societies, respectively. Such an approach is based on the assumption that reliable and accurate measurement is essential for theorizing the results of empirical studies. The data from the 2009 International Civics and Citizenship Education Study were also used for comparing the potential participation profiles. The results suggested that the unidimensional profile has good item fit and model fit for both societies, thereby valid and reliable. Preliminary findings suggest that inclination towards radical action can be identified during early adolescence and students from the two Chinese societies differed in civic participatory potential. Taiwanese students appear to be more radical than Hong Kong students while maintaining less positive attitudes to conventional forms of citizenship engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01