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| Autor/inn/en | Liem, Gregory Arief D.; Chua, Bee Leng |
|---|---|
| Titel | An Expectancy-Value Perspective of Civic Education Motivation, Learning and Desirable Outcomes |
| Quelle | In: Educational Psychology, 33 (2013) 3, S.276-306 (31 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0144-3410 |
| DOI | 10.1080/01443410.2013.776934 |
| Schlagwörter | Foreign Countries; Academic Achievement; Self Efficacy; Course Content; Citizenship Education; Value Judgment; Predictor Variables; Academic Persistence; Student Behavior; Activities; Motivation; Structural Equation Models; Minority Group Students; Indonesia |
| Abstract | The present study assessed the mediating role of expectancy for success and value beliefs in civic education in linking socio-academic factors (gender, ethnicity, school level and prior achievement) to desirable civic attributes. The sample comprised 1664 students in their Year-7-Year-12 (mean age = 14.79, range = 12-18). Structural equation modelling showed that, relative to expectancy belief, value belief emerged as a stronger predictor and its effects were more generalised across outcomes (society-oriented future goal, civic efficacy, patriotism, awareness of good citizenship and perceived functions of education/school in fostering civic qualities)--the finding that generalised across key student groupings. Further, ethnic minority students and older students were found to have less favourable valuing of civic education and less positive profiles of civic attributes. Taken together, findings hold important theoretical and applied implications for researchers and practitioners seeking to enhance students' civic education motivation, learning and desirable outcomes. (Contains 4 tables, 2 figures and 3 notes.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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