Differential Paths to Online Versus Offline Civic Participation: Testing a Behavioral Model Explaining Civic Participation

Abstract

Strong democracies need a participatory citizenry. Civic experiences and education in schools and universities have a role to play in developing young generations of active citizens. Using a sample of freshmen in Hong Kong, a flawed democracy with a strong economy, this analysis examines whether factors such as civic motivation, norms, and efficacy relate differently to offline versus online civic participation. The structural equation analysis tests a behavioral model and finds only marginal differences in the predictors of both types of civic participation. Most noteworthy are consistent associations of civic motivation and self-efficacy with offline and online civic behavior. We discuss implications for civic education and the relevance of the Hong Kong context, especially the recent protests in Hong Kong.