The IEA International Civic and Citizenship Education Study studied the ways in which young people in lower secondary schools are prepared to undertake their roles as citizens in a wide range of countries including Europe, Latin America, and the Asian-Pacific region. ICCS was the third IEA study designed to measure contexts and outcomes of civic and citizenship education and was linked to the 1999 IEA Civic Education Study (CIVED). A central aspect of the study was the assessment of student knowledge about a wide range of civic-related issues. ICCS gathered data from more than 140,000 Grade 8 (or equivalent) students in more than 5,300 schools from 38 countries. These student data were augmented by data from more than 62,000 teachers in those schools and by contextual data collected from school principals and the study’s national research centres. This paper uses data from ICCS 2009 to describe the level of reported student participation at school across participating countries as well as their perceptions of how valuable it is to become active at school. The paper also analyses which student and school level factors are associated with student participation at school and the extent to which they value these activities. In addition, using a path modelling approach, the paper reviews how indicators related to student participation at school are related to other outcomes like civic knowledge, citizenship self-efficacy and expected civic participation in the future.
Schulz, W., & Fraillon, J. (2012). Students' participation in and valuing of civic engagement at school. https://research.acer.edu.au/civics/14