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<p>Adolescence in particular and the associated secondary political socialization is an important phase of life with regard to the development of a&#xa0;differentiated understanding of political structures, processes, and values. This study examines the extent to which resources, motivation and opportunities are related to the political knowledge of lower secondary school students. The areas and constructs examined were selected on the basis of the civic voluntarism model. For the study, data from <i>N</i> = 1047 students in 7th&#xa0;and 10th&#xa0;grade rom schools in North Rhine-Westphalia were analyzed. The results showed that in each of the three areas individual constructs are associated with the political knowledge of students in both grades. In particular, reading literacy, cultural capital and political interest showed consistent correlations with political knowledge. The results support the assumptions of the civic voluntarism model and its applicability to political knowledge. The results also highlight the importance of a&#xa0;broad-based approach to promoting political knowledge during adolescence.</p>

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Determinanten politischen Wissens bei Schüler*innen der 7. und 10. Jahrgangsstufe in Nordrhein-Westfalen

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年6月16日

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  • Pascal Alscher,
  • Ulrich Ludewig,
  • Nele McElvany

摘要

Adolescence in particular and the associated secondary political socialization is an important phase of life with regard to the development of a differentiated understanding of political structures, processes, and values. This study examines the extent to which resources, motivation and opportunities are related to the political knowledge of lower secondary school students. The areas and constructs examined were selected on the basis of the civic voluntarism model. For the study, data from N = 1047 students in 7th and 10th grade rom schools in North Rhine-Westphalia were analyzed. The results showed that in each of the three areas individual constructs are associated with the political knowledge of students in both grades. In particular, reading literacy, cultural capital and political interest showed consistent correlations with political knowledge. The results support the assumptions of the civic voluntarism model and its applicability to political knowledge. The results also highlight the importance of a broad-based approach to promoting political knowledge during adolescence.