ŠEREK, Jan and Hana MACHÁČKOVÁ. Role of school climate and personality in the development of Czech adolescents’ political self-efficacy. Applied Developmental Science. Abingdon: Francis, vol. 23, No 3, p. 203-213. ISSN 1088-8691. 2019.
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Basic information
Original name Role of school climate and personality in the development of Czech adolescents’ political self-efficacy
Authors ŠEREK, Jan (203 Czech Republic, guarantor, belonging to the institution) and Hana MACHÁČKOVÁ (203 Czech Republic, belonging to the institution).
Edition Applied Developmental Science, Abingdon, Francis, 2019, 1088-8691.
Other information
Original language English
Type of outcome Article in a journal
Field of Study Psychology
Country of publisher United Kingdom of Great Britain and Northern Ireland
Confidentiality degree is not subject to a state or trade secret
WWW URL
RIV identification code RIV/00216224:14230/19:00107151
Organization Fakulta sociálních studií – Repository – Repository
UT WoS 000474442900001
Keywords in English political self-efficacy; open classroom climate; shyness; need for cognition
Links GA14-20582S, research and development project.
Changed by Changed by: RNDr. Daniel Jakubík, učo 139797. Changed: 4/9/2020 22:33.
Abstract
This study examined the effects of school climate (open classroom and positive student relationships) and personality dispositions (shyness and need for cognition) on adolescents' political self-efficacy. Data were collected in 2014 from 1,954 Czech ninth- and tenth-graders (mean age = 15.60). A multilevel analysis showed that school-level political self-efficacy predicted self-efficacy for local politics. However, schools and classrooms were rather homogeneous in terms of students’ mean political self-efficacy and students' self-reported acquisition of civic skills at school. Hence, school characteristics had only limited associations with adolescents' political self-efficacy. At the same time, students' political efficacy had a considerable association with lower shyness and higher need for cognition. These results suggest that the development of political efficacy at school goes beyond simple general influences of school environment and individual differences between students must be considered.
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