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- Publisher Website: 10.1007/s11218-019-09514-5
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Article: Participatory practices and political knowledge: How motivational inequality moderates the effects of formal participation on knowledge
Title | Participatory practices and political knowledge: How motivational inequality moderates the effects of formal participation on knowledge |
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Authors | |
Keywords | Civic participation Knowledge gap News media Political interest Political knowledge |
Issue Date | 2019 |
Publisher | Springer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1381-2890 |
Citation | Social Psychology of Education, 2019, v. 22 n. 5, p. 1085-1108 How to Cite? |
Abstract | Democracies rely upon politically knowledgeable citizens for their legitimacy and to sustain themselves. In Australia, policy initiatives have addressed concerns about the low levels of political knowledge among young people. Yet research about how young Australians acquire political knowledge, beyond schools, is scarce. The present study referring to the concepts of situated learning, self-determination and knowledge gap, asks whether young adult’s participatory practices (e.g., participation in politics, prior involvement in decision-making at school) predict political knowledge. Analyses that control for multiple predictors of political knowledge suggest differential associations between political knowledge and different participatory practices. Motivational inequality, as defined by interest in politics, moderates the associations with party-political participation and participation at school; the conditional effect of party-related political participation is further moderated by educational resources. Gendered differences are identified for some participatory practices. Directions for future research and the importance of participatory experiences and how to establish a foundation of young citizens’ political knowledge are discussed. |
Persistent Identifier | http://hdl.handle.net/10722/273002 |
ISSN | 2023 Impact Factor: 3.2 2023 SCImago Journal Rankings: 1.131 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Reichert, F | - |
dc.contributor.author | Print, M | - |
dc.date.accessioned | 2019-08-06T09:20:43Z | - |
dc.date.available | 2019-08-06T09:20:43Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | Social Psychology of Education, 2019, v. 22 n. 5, p. 1085-1108 | - |
dc.identifier.issn | 1381-2890 | - |
dc.identifier.uri | http://hdl.handle.net/10722/273002 | - |
dc.description.abstract | Democracies rely upon politically knowledgeable citizens for their legitimacy and to sustain themselves. In Australia, policy initiatives have addressed concerns about the low levels of political knowledge among young people. Yet research about how young Australians acquire political knowledge, beyond schools, is scarce. The present study referring to the concepts of situated learning, self-determination and knowledge gap, asks whether young adult’s participatory practices (e.g., participation in politics, prior involvement in decision-making at school) predict political knowledge. Analyses that control for multiple predictors of political knowledge suggest differential associations between political knowledge and different participatory practices. Motivational inequality, as defined by interest in politics, moderates the associations with party-political participation and participation at school; the conditional effect of party-related political participation is further moderated by educational resources. Gendered differences are identified for some participatory practices. Directions for future research and the importance of participatory experiences and how to establish a foundation of young citizens’ political knowledge are discussed. | - |
dc.language | eng | - |
dc.publisher | Springer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1381-2890 | - |
dc.relation.ispartof | Social Psychology of Education | - |
dc.rights | This is a post-peer-review, pre-copyedit version of an article published in Social Psychology of Education. The final authenticated version is available online at: http://dx.doi.org/10.1007/s11218-019-09514-5 | - |
dc.subject | Civic participation | - |
dc.subject | Knowledge gap | - |
dc.subject | News media | - |
dc.subject | Political interest | - |
dc.subject | Political knowledge | - |
dc.title | Participatory practices and political knowledge: How motivational inequality moderates the effects of formal participation on knowledge | - |
dc.type | Article | - |
dc.identifier.email | Reichert, F: reichert@hku.hk | - |
dc.identifier.authority | Reichert, F=rp02467 | - |
dc.description.nature | postprint | - |
dc.identifier.doi | 10.1007/s11218-019-09514-5 | - |
dc.identifier.scopus | eid_2-s2.0-85069195930 | - |
dc.identifier.hkuros | 300033 | - |
dc.identifier.volume | 22 | - |
dc.identifier.issue | 5 | - |
dc.identifier.spage | 1085 | - |
dc.identifier.epage | 1108 | - |
dc.identifier.isi | WOS:000511610400004 | - |
dc.publisher.place | Netherlands | - |
dc.identifier.issnl | 1381-2890 | - |