It's Time to Disagree: Young People's Self-Efficacy for Political Disagreement in Norway

Autor/in	Dahl, Kjersti E.
Titel	It's Time to Disagree: Young People's Self-Efficacy for Political Disagreement in Norway
Quelle	In: Democracy & Education, 30 (2022) 1, Artikel 4 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-3545
Schlagwörter	Foreign Countries; Middle School Students; Grade 9; Self Efficacy; Political Attitudes; Political Issues; Discussion (Teaching Technique); Classroom Environment; Differences; Opinions; Conflict; Democratic Values; Self Concept; Norway + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 09; 9. Schuljahr; Schuljahr 09; Self-efficacy; Selbstwirksamkeit; Political attitude; Politische Einstellung; Politischer Faktor; Klassenklima; Unterrichtsklima; Unterscheiden; Lehrmeinung; Konflikt; Selbstkonzept; Norwegen
Abstract	Discussion about political and social issues in school matter for a wide array of democratic skills and competences such as political engagement, participation, and knowledge. However, little research has been done on what impact characteristics of the discussion climate in classrooms can have on young people's engagement with political disagreements and conflicts. This article applies structural equation modeling (SEM) to survey data from the 2016 Norwegian International Civic and Citizenship study (ICCS) to show how discussions about social and political issues in the classroom setting can serve as an arena for building young peoples' self-efficacy for political disagreements. The analysis also considers the role of political interest and socioeconomic background. (As Provided).
Anmerkungen	Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: journal@lclark.edu; Web site: http://democracyeducationjournal.org/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01