Page 213 - Ana Mlekuž in Igor Ž. Žagar, ur. • Raziskovanje v vzgoji in izobraževanju: Digitalizacija vzgoje in izobraževanja – priložnosti in pasti. Ljubljana: Pedagoški inštitut, 2023. Digitalna knjižnica, Dissertationes 46
P. 213
students’ civic participation in slovenia, italy and croatia ...
viding high-quality extracurricular and student government activities; and
promoting specific service initiatives that enhance civic participation and
community identity. By engaging in these activities, students gain factu-
al knowledge of history and government and actively participate in the re-
sponsibilities of being informed and engaged citizens.
There are multiple limitations to this study that should be acknowl-
edged. The data collected in the ICCS survey was self-reported by the stu-
dents (Schulz et al., 2018), which may have led to biased responses or inaccu-
rate reporting. Furthermore, our analysis focused solely on the relationship
between SES and civic and citizenship participation, while not taking into
account other potential factors that may influence these outcomes, such
as individual motivations. Lastly, the study did not consider the potential
impact of different teaching methods or curricula on civic participation,
which may have affected the results.
6. Conclusion
The focus of this paper was the relationship between the socioeconomic
status of the students who participated in the ICCS study and civic and cit-
izenship participation in school and in the wider community in Slovenia,
Croatia, and Italy. Furthermore, we were interested in the association be-
tween SES and the students’ reporting of the frequency of discussing politi-
cal and social issues outside of school in Slovenia, Croatia, and Italy.
The hypotheses were tested with the use of regression analysis and were
all confirmed in Italy and in Slovenia. In Croatia, however, we couldn’t con-
firm the first hypothesis, which states that students coming from a back-
ground with higher socioeconomic status, tend to participate in the com-
munity more, compared to students coming from a background with lower
socioeconomic status.
To answer our research questions: The results of regression analyses
suggest that ICCS students from higher socioeconomic backgrounds were
more likely to report participation in school-related civic activities in Slo-
venia, Croatia, and Italy. Additionally, the ICCS students from higher so-
cioeconomic backgrounds were more likely to report participation in out-
of-school civic activities in Slovenia and Italy, but not in Croatia. Therefore,
we can claim there is a positive association between students’ civic partici-
pation and their socioeconomic background. We can also answer our sec-
ond research question, where results suggest that ICCS students from high-
213
viding high-quality extracurricular and student government activities; and
promoting specific service initiatives that enhance civic participation and
community identity. By engaging in these activities, students gain factu-
al knowledge of history and government and actively participate in the re-
sponsibilities of being informed and engaged citizens.
There are multiple limitations to this study that should be acknowl-
edged. The data collected in the ICCS survey was self-reported by the stu-
dents (Schulz et al., 2018), which may have led to biased responses or inaccu-
rate reporting. Furthermore, our analysis focused solely on the relationship
between SES and civic and citizenship participation, while not taking into
account other potential factors that may influence these outcomes, such
as individual motivations. Lastly, the study did not consider the potential
impact of different teaching methods or curricula on civic participation,
which may have affected the results.
6. Conclusion
The focus of this paper was the relationship between the socioeconomic
status of the students who participated in the ICCS study and civic and cit-
izenship participation in school and in the wider community in Slovenia,
Croatia, and Italy. Furthermore, we were interested in the association be-
tween SES and the students’ reporting of the frequency of discussing politi-
cal and social issues outside of school in Slovenia, Croatia, and Italy.
The hypotheses were tested with the use of regression analysis and were
all confirmed in Italy and in Slovenia. In Croatia, however, we couldn’t con-
firm the first hypothesis, which states that students coming from a back-
ground with higher socioeconomic status, tend to participate in the com-
munity more, compared to students coming from a background with lower
socioeconomic status.
To answer our research questions: The results of regression analyses
suggest that ICCS students from higher socioeconomic backgrounds were
more likely to report participation in school-related civic activities in Slo-
venia, Croatia, and Italy. Additionally, the ICCS students from higher so-
cioeconomic backgrounds were more likely to report participation in out-
of-school civic activities in Slovenia and Italy, but not in Croatia. Therefore,
we can claim there is a positive association between students’ civic partici-
pation and their socioeconomic background. We can also answer our sec-
ond research question, where results suggest that ICCS students from high-
213
