The Significance of Trust in the Political System and Motivation for Pupils' Learning Progress in Politics Lessons

Autor/inn/en	Landwehr, Barbara; Weisseno, Georg
Titel	The Significance of Trust in the Political System and Motivation for Pupils' Learning Progress in Politics Lessons
Quelle	In: Citizenship, Social and Economics Education, 15 (2016) 3, S.212-226 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-8047
DOI	10.1177/2047173417692342
Schlagwörter	Trust (Psychology); Problem Solving; Skill Development; Politics; Self Concept; Learning Motivation; Student Attitudes; Political Attitudes; Intervention; Instructional Materials; Textbooks; Control Groups; Knowledge Level; Correlation; Political Science; Foreign Countries; Models; Secondary School Students; Path Analysis; Questionnaires; Statistical Analysis; Germany + Suchen Sie Ihr Suchwort? Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung; Politik; Selbstkonzept; Motivation for studies; Lernmotivation; Schülerverhalten; Political attitude; Politische Einstellung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Textbook; Text book; Schulbuch; Lehrbuch; Wissensbasis; Korrelation; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Ausland; Analogiemodell; Sekundarschüler; Pfadanalyse; Fragebogen; Statistische Analyse; Deutschland
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. 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01