Identity and Civic Engagement in Adolescence

Autor/inn/en	Crocetti, Elisabetta; Jahromi, Parissa; Meeus, Wim
Titel	Identity and Civic Engagement in Adolescence
Quelle	In: Journal of Adolescence, 35 (2012) 3, S.521-532 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0140-1971
DOI	10.1016/j.adolescence.2011.08.003
Schlagwörter	Citizenship Education; Adolescents; Social Responsibility; Volunteers; Self Concept; Correlation; High School Students; Foreign Countries; Questionnaires; Aspiration; Italy + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Soziale Verantwortung; Freiwilliger; Selbstkonzept; Korrelation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Fragebogen; Streben; Italien
Abstract	The purpose of this study was to examine the links between identity (statuses and processes) and adolescent civic engagement (volunteer and political participation). Participants were 392 Italian high school students (42% males) aged 14-20 years (M[subscript age] = 16.23 years; SD[subscript age] = 1.53) who completed a self-report questionnaire. First, using a person-centered approach, we found that achieved adolescents were more involved in volunteer activities, reported higher civic efficacy, and stronger aspirations to contribute to their communities than their diffused counterparts. Second, by means of a variable-centered approach, we demonstrated that the link between identity processes (i.e., commitment and in-depth exploration) and past and future volunteer and political participation was mediated by social responsibility. Implications of the findings for current understanding of the link between adolescent identity formation and civic engagement are discussed and suggestions for future research are outlined. (Contains 3 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10