Civic Education and Political Participation
Bibliographic record
Abstract
Evaluation studies on the effect of citizenship education remain rather rare in the political science literature. Although one can distinguish direct and indirect forms of civic education, and various programs of community service, thus far it remains a topic of debate which one of these forms can be considered as most effective. Sceptics have argued that the effect of civic education necessarily have to be limited, since parental influences and political interest can be seen as the main determinants for political knowledge or the intention to participate. In this paper we investigate the role of political interest in the relation between, on the one hand, civic education experiences, and on the other hand political knowledge and the intention to participate. Using the McGill Youth Survey (2006) our analysis confirms that political interest indeed is of crucial importance in explaining the dependent variables in our analysis. Path analysis, however, reveals that civic education experiences do have a significant impact, both directly, as indirectly, by strengthening political interest.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".