Youth Developing Political Efficacy through Social Learning Experiences: Becoming Active Participants in a Supportive Model United Nations Club

Autor/in	Levy, Brett L. M.
Titel	Youth Developing Political Efficacy through Social Learning Experiences: Becoming Active Participants in a Supportive Model United Nations Club
Quelle	In: Theory and Research in Social Education, 46 (2018) 3, S.410-448 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2017.1377654
Schlagwörter	Political Attitudes; International Organizations; Clubs; Student Attitudes; Citizen Participation; Peer Relationship; Democracy; Voting; Social Action; Educational Experience; Longitudinal Studies; Group Membership; Civics; High School Students; Self Efficacy; Student Participation + Suchen Sie Ihr Suchwort? Political attitude; Politische Einstellung; International organisation; International organisations; International organization; Internationale Organisation; Club; Klub; Schülerverhalten; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Peer-Beziehungen; Demokratie; Abstimmung; Soziales Handeln; Bildungserfahrung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Gruppenzugehörigkeit; Staatsbürgerkunde; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Self-efficacy; Selbstwirksamkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Prior research indicates that individuals are more likely to take political action (e.g., vote, contact representatives, protest) when they have higher levels of "political efficacy," the belief that one's actions can influence political processes. In this mixed methods longitudinal study, I draw on Wenger's and Bandura's theories of social learning to examine how adolescents' political efficacy developed during their experiences in a Model United Nations club. Through analyses of data from questionnaires, interviews, and observations, I found that students' political efficacy increased as they became active club participants. Supportive relationships with club peers and advisors encouraged regular involvement, which in turn provided participants repeated opportunities to prepare for and practice authentic political tasks--experiences that supported their political efficacy. These findings enhance our understanding of successful democratic education and have useful implications for educators and researchers interested in political engagement. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01