Faculty of Education, University of Hong Kong, Room 217, Runme Shaw Building, Pok Fu Lam, Hong Kong.
National Institutes on Education and the Economy, East China Normal University, Zhongshan North Road 3663, Shanghai, China.
J Youth Adolesc. 2018 Jun;47(6):1279-1298. doi: 10.1007/s10964-018-0831-8. Epub 2018 Mar 3.
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.
学生的学习体验和成果受到学校和课堂环境的影响。许多研究表明，开放、民主的课堂氛围与公民领域的学习有关，并有助于培养积极参与的公民。然而，很少有研究探讨这种有利的课堂氛围如何与更广泛的学校因素共同发挥作用。本研究利用 2009 年参与国际公民与公民教育研究的 14292 名北欧八年级学生（51%为女性）的数据，以及来自 5657 名教师和 618 名校长的背景数据进行分析。潜在类别分析确定了学生对学校背景的感知的特征，然后使用两水平固定效应多项回归分析进一步考察了这些特征与学校层面的背景相关性。确定并标记了五个不同的学生群体，分别是“异化”、“冷漠”、“积极分子”、“辩论家”和“社群主义者”。与冷漠的学生相比，辩论家和积极分子更经常出现在社会问题相对较少的学校；而处于社群主义群体中则与更广泛的社区方面有关。此外，当教师通过参与学校治理来充当榜样时，处于这三个群体中的一个（而不是冷漠群体）的可能性更大。研究结果在生态资产和新兴参与式公民身份的发展小生境框架内进行了讨论。这意味着学校的成年人可以增强塑造青少年发展小生境的多种环境，培养积极参与和知情的民主公民。
