The significance of trust in the political system and motivation for pupils' learning progress in politics lessons
Very little research has been conducted on the contribution of political education to learning progress in Germany. Hence, there is a need for intervention studies measuring performance against the theoretical background of a political competence model. This model comprises three constructs: subject...
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| Veröffentlicht in: | Citizenship, social and economics education social and economics education, 2016-12, Vol.15 (3), p.212-226 |
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| creator | Landwehr, Barbara Weisseno, Georg |
| description | Very little research has been conducted on the contribution of political education to learning progress in Germany. Hence, there is a need for intervention studies measuring performance against the theoretical background of a political competence model. This model comprises three constructs: subject knowledge, motivation and attitudes. According to this model, politics lessons should not only convey knowledge but also arouse subject interest, promote political attitudes and develop problem-solving skills. This study investigates how knowledge acquisition is influenced by intervention using theory-oriented teaching materials on the European Union, intervention using conventional textbooks on the European Union and politics lessons without any reference to the European Union. It further asks how the performance-related self-concept and subject interest in political issues impact political knowledge and whether civic virtue and trust in the system are related to it. The sample comprises 1071 pupils. Theory-oriented politics classes lead to greater growth of pupils' knowledge than in the control group. As anticipated, this study proves that a positive subject-specific self-concept impacts knowledge. The examination of political attitudes reveals a positive correlation between civic virtue and knowledge. There is no connection between trust in the political system and knowledge. (Verlag). |
| doi_str_mv | 10.1177/2047173417692342 |
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As anticipated, this study proves that a positive subject-specific self-concept impacts knowledge. The examination of political attitudes reveals a positive correlation between civic virtue and knowledge. There is no connection between trust in the political system and knowledge. 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Hence, there is a need for intervention studies measuring performance against the theoretical background of a political competence model. This model comprises three constructs: subject knowledge, motivation and attitudes. According to this model, politics lessons should not only convey knowledge but also arouse subject interest, promote political attitudes and develop problem-solving skills. This study investigates how knowledge acquisition is influenced by intervention using theory-oriented teaching materials on the European Union, intervention using conventional textbooks on the European Union and politics lessons without any reference to the European Union. It further asks how the performance-related self-concept and subject interest in political issues impact political knowledge and whether civic virtue and trust in the system are related to it. The sample comprises 1071 pupils. Theory-oriented politics classes lead to greater growth of pupils' knowledge than in the control group. As anticipated, this study proves that a positive subject-specific self-concept impacts knowledge. The examination of political attitudes reveals a positive correlation between civic virtue and knowledge. There is no connection between trust in the political system and knowledge. (Verlag).</description><subject>Bildungsforschung</subject><subject>Bundesrepublik Deutschland</subject><subject>competence model</subject><subject>Control Groups</subject><subject>Correlation</subject><subject>Didaktik</subject><subject>Elections</subject><subject>Foreign Countries</subject><subject>Instructional Materials</subject><subject>Intervention</subject><subject>intervention study</subject><subject>Knowledge Level</subject><subject>Learning Motivation</subject><subject>Path Analysis</subject><subject>Political Attitudes</subject><subject>Political Culture</subject><subject>political knowledge</subject><subject>Political Process</subject><subject>Political Science</subject><subject>Political Sociology</subject><subject>Politics</subject><subject>politics classes</subject><subject>Politikwissenschaft</subject><subject>Politische Bildung</subject><subject>Politische Didaktik</subject><subject>Politisches System</subject><subject>Problem Solving</subject><subject>Questionnaires</subject><subject>Secondary School Students</subject><subject>Self Concept</subject><subject>Skill Development</subject><subject>Statistical Analysis</subject><subject>Student Attitudes</subject><subject>Textbooks</subject><subject>Trust (Psychology)</subject><subject>Unterricht</subject><issn>1357-4019</issn><issn>2047-1734</issn><issn>1478-8047</issn><issn>2047-1734</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><recordid>eNp9kM1LxDAQxYMouKx7F0QIePBUzSRtsz3Ksn6x4GU9lzSb1CxtUpJW2P_elC6LeHAuA_N-8x4zCF0DeQDg_JGSlANnKfC8oCylZ2g2jpJxdo5mwDKepASKS7QIYU9iMQZA2Az57ZfCwdTWaCOFlQo7jXs_hB4bi_sodq4xfdQaHA6hVy0Wdodb15tv0RtnsXYed0NnmnCPGyW8NbbGnXe1VyGMJkeDENUQnA1X6EKLJqjFsc_R5_N6u3pNNh8vb6unTSJpDjTRWQ68kowJnXIuck6WUku6ZDSFKstEXjHBKWGV5KoQTGdZIQshNWFKFFkU5uhu8o2pwpedN63wh3Ln5NAq25c5z2gRKTJR0rsQvNInEEg5Prf8-9y4cjutKG_kCV-_A7BlkY7ByTFY1Krcu8HbeOd_fjcTvzPdr3hgFAiwH62pjOw</recordid><startdate>20161201</startdate><enddate>20161201</enddate><creator>Landwehr, Barbara</creator><creator>Weisseno, Georg</creator><general>SAGE Publications</general><scope>9S6</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>RS5</scope></search><sort><creationdate>20161201</creationdate><title>The significance of trust in the political system and motivation for pupils' learning progress in politics lessons</title><author>Landwehr, Barbara ; Weisseno, Georg</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c2612-f5617bc33af477a6708cfc283241b55a6b3a7203bc7e9a3f559c9acf03ea95203</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2016</creationdate><topic>Bildungsforschung</topic><topic>Bundesrepublik Deutschland</topic><topic>competence model</topic><topic>Control Groups</topic><topic>Correlation</topic><topic>Didaktik</topic><topic>Elections</topic><topic>Foreign Countries</topic><topic>Instructional Materials</topic><topic>Intervention</topic><topic>intervention study</topic><topic>Knowledge Level</topic><topic>Learning Motivation</topic><topic>Path Analysis</topic><topic>Political Attitudes</topic><topic>Political Culture</topic><topic>political knowledge</topic><topic>Political Process</topic><topic>Political Science</topic><topic>Political Sociology</topic><topic>Politics</topic><topic>politics classes</topic><topic>Politikwissenschaft</topic><topic>Politische Bildung</topic><topic>Politische Didaktik</topic><topic>Politisches System</topic><topic>Problem Solving</topic><topic>Questionnaires</topic><topic>Secondary School Students</topic><topic>Self Concept</topic><topic>Skill Development</topic><topic>Statistical Analysis</topic><topic>Student Attitudes</topic><topic>Textbooks</topic><topic>Trust (Psychology)</topic><topic>Unterricht</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Landwehr, Barbara</creatorcontrib><creatorcontrib>Weisseno, Georg</creatorcontrib><collection>FIS Bildung Literaturdatenbank</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>SSOAR (Social Science Open Access Repository)</collection><jtitle>Citizenship, social and economics education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Landwehr, Barbara</au><au>Weisseno, Georg</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1138940</ericid><atitle>The significance of trust in the political system and motivation for pupils' learning progress in politics lessons</atitle><jtitle>Citizenship, social and economics education</jtitle><date>2016-12-01</date><risdate>2016</risdate><volume>15</volume><issue>3</issue><spage>212</spage><epage>226</epage><pages>212-226</pages><issn>1357-4019</issn><issn>2047-1734</issn><issn>1478-8047</issn><eissn>2047-1734</eissn><abstract>Very little research has been conducted on the contribution of political education to learning progress in Germany. Hence, there is a need for intervention studies measuring performance against the theoretical background of a political competence model. This model comprises three constructs: subject knowledge, motivation and attitudes. According to this model, politics lessons should not only convey knowledge but also arouse subject interest, promote political attitudes and develop problem-solving skills. This study investigates how knowledge acquisition is influenced by intervention using theory-oriented teaching materials on the European Union, intervention using conventional textbooks on the European Union and politics lessons without any reference to the European Union. It further asks how the performance-related self-concept and subject interest in political issues impact political knowledge and whether civic virtue and trust in the system are related to it. The sample comprises 1071 pupils. Theory-oriented politics classes lead to greater growth of pupils' knowledge than in the control group. 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| subjects | Bildungsforschung Bundesrepublik Deutschland competence model Control Groups Correlation Didaktik Elections Foreign Countries Instructional Materials Intervention intervention study Knowledge Level Learning Motivation Path Analysis Political Attitudes Political Culture political knowledge Political Process Political Science Political Sociology Politics politics classes Politikwissenschaft Politische Bildung Politische Didaktik Politisches System Problem Solving Questionnaires Secondary School Students Self Concept Skill Development Statistical Analysis Student Attitudes Textbooks Trust (Psychology) Unterricht |
| title | The significance of trust in the political system and motivation for pupils' learning progress in politics lessons |
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