34. Research on Citizenship Education
Paper
Students' Sense of Belonging to Europe: Case of the European Union Countries in IEA ICCS 2022
Ireta Čekse1, Reinis Alksnis2
1University of Latvia, Latvia; 2University of Latvia, Latvia
Presenting Author: Čekse, Ireta;
Alksnis, Reinis
The necessity for belonging constitutes a fundamental human drive and is essential for optimal human functioning (Baumeister & Leary, 1995). Belongingness represents a core human experience, integral to individual identity and emotional health, and is defined by the perception of acceptance and inclusion within a group or community. Recent research highlights the role of belonging in addressing inequity and injustice within the educational system (Parker, Marsh, Jerrim, Guo, & Dicke, 2021). This underscores the critical impact that a sense of belonging has on creating a fair and supportive educational environment for all students. For students, the sense of belonging often starts at home, within the family, and continues in school, where they feel part of the school community. Recent cycles of the IEA International Civic and Citizenship Education Study (ICCS) (Schulz, Ainley, et al., 2023; Schulz, Ainley, et al., 2018) emphasize the importance of students' sense of belonging in citizenship education. IEA ICCS ICCS results highlight factors such as an open classroom climate, participation in civic activities both inside and outside school, and understanding of diversity as an important for creating and improving sense of belonging and identity. During school time of their life students learn to act, behave, and create relationships aligned with their values and sense of belonging in a relatively safe environment together with their teachers and schoolmates. Another survey (OECD, 2017) mentions that students who have a sense of belonging perform better academically and are more motivated to learn. Academic achievements in school are a crucial factor for a successful future, offering more opportunities to pursue higher education, secure better jobs, choose a comfortable lifestyle, and attain a higher socioeconomic status (SES).
Nowadays, the sense of belonging plays a vital role in identity creation and sharing common values with others of similar thinking, contributing to building a communal space for coexistence in civic society. Several levels of identity can be identified - individual, national, international, and global. European integration has fostered a sense of collective European identity; this identity coexists and sometimes competes with the strong national identities of European Union member states (Wiener, Börzel, & Risse, 2019). The balance and interaction between these identities vary greatly among individuals and countries, influenced by historical, cultural, and political factors. Given the challenges of immigration, inclusion, and integration, there have been threats to collective identity in the European Union in recent decades. In this context, positive attitudes towards belonging might not be universally consistent and need to be examined to understand how to synergize the sense of belonging at both national and European levels while maintaining a unified European identity. Therefore, the aim of the study is to determine the factors influencing students' sense of belonging to Europe, first within the national context, and then to compare whether these factors differ among the European Union countries. The survey seeks what are the common factors influencing students' sense of belonging among the European Union countries?
Methodology, Methods, Research Instruments or Sources UsedIn this research, we utilized the dataset obtained from the IEA ICCS 2022 student survey, which provided information on students' levels of civic knowledge and their attitudes toward various social and political issues, including their beliefs about threats to democracy, views on various forms of equality, and their expected future activities as responsible members of society. To incorporate the school-related factors in the study, we also used a survey of school principals. This additional survey furnished information on school size, urbanity, the school's surrounding environment, and the principal's perspective on internal processes within the school.
The primary focus of our study is on students' attitudes toward Europe, for which we employed the European module survey. The core theme of our investigation revolves around students' sense of belonging and identification with Europe. Within the ICCS 2022 European module survey dataset, the variable E_EUIDENT, interpreted as a student's sense of European identity, was already included. To elucidate the variations in students' attitudes towards Europe and their perceived place within it, we considered various aspects related to Europe. These aspects encompassed students' positive or negative attitudes toward the European Union (E_EUATNOG and E_EUATPOS), their endorsement of freedom of movement within Europe (E_FREEMOVE), expectations for their individual futures (E_INDFUT), and other scales gauging their perspectives on various issues within Europe.
A comparative analysis was conducted among European Union countries participating in the ICCS 2022 cycle study. Initially, descriptive statistical analyses were performed to identify surface-level differences among the countries of interest. At first, in order to estimate the causal effects on the European identity the Bayesian additive regression tree (BART) algorithm (Cabras, Tena Horrillo, 2015) was used. Then by integrating these results with literature-based insights, we formulated a theoretical model, examining its consistency with the data through Structural Equation Modeling (SEM). Subsequently, model invariance was tested across the respective countries. All analyses were conducted using the R programming language (R Core Team, 2022, version 4.2.2), employing the lavaan (Rosseel, 2012) , survey (Lumley, 2023) packages, BayesTree (Chipman, McCulloch, 2024)
Conclusions, Expected Outcomes or FindingsIt is known (reference) that students' sense of belonging is a multidimensional construct, and one of its facets is to associate oneself as a European citizen. The results of this study will help identify what is associated with this dimension of belonging. The findings may provide suggestions on how to promote, for example, students' expected engagement in future European elections. It will also help understand to what extent the next generation of voters could be pro or anti-European, which could, to some extent, allow predicting scenarios like Brexit (in UK 2020) in Latvia or in other countries included in the study.
ReferencesBaumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497–529.
Cabras, S., & Tena Horrillo, J. D. D. (2015). A Bayesian model to estimate causality in PISA scores: a tutorial with applicationtoICT.
Chipman H, McCulloch R (2024). _BayesTree: Bayesian Additive Regression Trees_. R package version 0.3-1.5, <https://CRAN.R-project.org/package=BayesTree>.
Lumley, T. (2004). Analysis of Complex Survey Samples. Journal of Statistical Software, 9(8), 1–19. https://doi.org/10.18637/jss.v009.i08
MEINHOF, Ulrike H., Cultural diversity in Europe: a story of mutual benefit, EUI RSCAS, 2013/71, Global Governance Programme-67, Cultural Pluralism - https://hdl.handle.net/1814/28120
OECD (2017), PISA 2015 Results (Volume III): Students' Well-Being, PISA, OECD Publishing, Paris, https://doi.org/10.1787/9789264273856-en.
Parker, P. D., Marsh, H. W., Jerrim, J., Guo, J., & Dicke, T. (2021). Inequity and Injustice in the Educational System: The Role of Sense of Belonging. Educational Psychology, 41(3), 323-339.
Risse, T. (2005). Constructing a European Identity: France, Germany, and the UK in the EU.
Rosseel, Y. (2012). lavaan: An R Package for Structural Equation Modeling. Journal of Statistical Software, 48(2), 1–36. https://doi.org/10.18637/jss.v048.i02
Schulz, W., Ainley, J., Fraillon, J., Losito, B., Agrusti, G., Damiani, V., & Friedman, T. (2023). Education for Citizenship in Times of Global Change: ICCS 2022 International Report. Amsterdam: IEA. https://www.iea.nl/publications/iccs-2022-international-report
Schulz, W., Ainley, J., Fraillon, J., Losito, B., Agrusti, Friedman, T. (2018). Becoming Citizens in a Changing World. IEA International Civic and Citizenship Education Study 2016 International Report. Springer. https://doi.org/10.1007/978-3-319-73963-2
Wiener, A., Börzel, T. A., & Risse, T. (2019). European integration theory (3rd ed.). Oxford University Press. https://doi.org/10.1787/9789264273856-en
34. Research on Citizenship Education
Paper
Complex Identities and Their Relevancy for Political Socialization. Results from ICCS 2022
Johanna F. Ziemes, Hermann J. Abs
University of Duisburg-Essen, Germany
Presenting Author: Ziemes, Johanna F.
Populism is one of the current challenges of democracies. Yet, relatively little is known how education in general and schools specifically can prepare students to withstand populistic strategies (Noack & Eckstein, 2023; Schäfer, 2022). This paper explores the relationship of schooling, complex identities and confidence in the political system. For political systems to persist, that is to change in accordance with the needs of its (emerging) citizens while retaining a stable core, it depends on the political support of its participants (Easton, 1975; Norris, 2011). The most diffuse and stable aspect of political support is the identification of people with their political system: Only when people feel like they are part of the system they will participate in the maintenance of it.
The relationship between identity, system support and populism is not clear-cut: While identity is important for the stability of nation, populism employs specific constructs of identity to destabilize the political order of a system. Populism employs ideas of identity as monothematic and oppositional (Kinnvall & Svensson, 2022). Populist strategies include the reduction of complexity by suggesting that the membership with an in-group implies the exclusion of the other (Kinnvall & Svensson, 2022; Rico et al., 2017). This idea is in tension with conceptions of complex identities from social psychology. Complex identities are characterized by a feeling of belonging to multiple different groups at the same time: People can feel part of the country they inhabit and a sports team and a religious community. Reporting a complex identity is positively related to measures of tolerance and decreased outgroup dehumanization (Prati et al., 2016). Within the context of migration, complex identities are referred to as hybrid identities. Students with families that migrated have a hybrid (and complex) identity when they identify with the country they are living in and the country of (parental) origin. Students’ hybrid identities are assumed to be connected to better psychosocial and academic outcomes (Berry, 2013).
The adolescence is a formative age of identity formation (Erikson, 1959/1994). According to Marcia (1966) the active engagement with information (identity exploration) and finding modes of belonging (commitment) are central mechanisms of identity formation. Schools have the opportunity to foster identity formation by giving students access to relevant information, to reflect and to interact with other students in a safe manner (Waterman, 1989). It was also shown, that positive social relationships at school are positively related to national as well as an European identities (Ziemes et al., 2019). Social support might enable students to explore different identities safely.
To date, relatively little is known concerning the schools ability to foster complex identities among students. As shown, complex identities are not only relevant for the psychosocial development of students, but also for the persistence of the political system and its resilience against populistic polarization. To engage with this research gap this paper will investigate the identity structure of students and what aspects of schooling might be used to foster complex identity.
To achieve this we use data from the International Civic and Citizenship Education Study (ICCS) 2022. In a first step, questions on belonging will be used in a latent class analysis to identify patterns of identity among students. In a second step, aspects of socialization at school will be explored that relate to these patterns. Finally, the classes will be related to measures of political trust and system satisfaction.
Methodology, Methods, Research Instruments or Sources UsedSample:
We used a ICCS 2022 subsample (Schulz et al., 2023). ICCS explores how students around the world are prepared to become citizens. In the German federal state of North Rhine-Westphalia (NRW) additional information concerning students’ sense of belonging are available. In NRW 3.269 students participated in 152 schools (one class in each school). The sample was stratified to ensure that, given proper weighting, the results can be interpreted as representative. In NRW 33% of participating students were born outside of Germany or had two parents, which were born outside of Germany. About half of the sample was girls (45%) and a small minority reported to belong to a further gender (2%)
Measurement of identity:
To assess students belonging student were asked to answer on a four-point Likert scale (Not at all, Somewhat, Mostly, Completely) to what degree they identify with ten different communities: Their class, a group of friends, their school, the area they live in (e.g. neighbourhood), Germany, a country but Germany, Europe, the community of the world, a religious community, and the LGBTQ+ community.
Measurement of socialization at school:
Opportunities to learn about politics were assessed by asking students to which extend the hat the opportunity to learn about different aspects of the political system (e.g., “How to become a candidate in a local election”). Relationships to other students were measured with three and relationship to teacher with five statement to which students were asked to indicate their agreement (e.g., “Most of my teachers treat me fairly.”).
Measures of system support:
Trust in political institutions was measured with six items asking students how strongly they trust the government, the parliament, the police, and the courts of justice, political parties, and their local government. Satisfaction with the political system was assessed with four items asking students to indicate their agreement to four statements concerning their attitudes towards the political system (e.g., “The political system in Germany works well”).
Analysis:
Latent class analyses were conducted with Mplus 8.7 (Muthén & Muthén, 1998-2018). Next, the group memberships were be correlated with dimensions of schooling and political support using the IEA IBD Analyzer 5.023 (IEA, 2022)and RStudio 2023.12 (R Core Team, 2023). The latter analyses fully employed sample weights. For the measures of systems support and socialization, the dataset provides scale values, which are used in these analyses.
Conclusions, Expected Outcomes or FindingsIdentity items were dichotomized to indicate either a weak or strong sense of belonging to the respective communities. Next, the latent class analyses were conducted (Sinha et al., 2021). The fit criteria indicated the superiority of a four-class solution. The entropy was acceptable (.722) and the AIC, BIC, and aBIC improved minimally with the inclusion of further classes.
The first class (“Low”, 12% of students) includes students with a relatively low sense of belonging to most communities. The second class (“Global”, 18%) includes students with a low identification with their class, school, and neighbourhood, but who report a higher identification with the other aspects of belonging. The third class (“Local”, 23%) includes students with a strong sense of belonging with their class, friendship groups and school, but a weaker identification with Europe and the world. Members of the fourth class (“High”, 47%) report a strong sense of belonging to regional and superregional groups and entities.
Aspects of school socialization:
Class one membership probability (“Low”) was negatively correlated with opportunity to learn politics, student relationships and student teacher relationships. Class two (“Global”) showed a similar pattern for relationships at school, but not for learning opportunities). Class three (“Local”) related not meaningfully to relationships at school or learning opportunities Class 4 (“High”) related positively to learning opportunities and positive student-teacher relationships. Results support the idea that supported information gathering and support of teachers can foster a more complex identity in students.
Aspects of support:
Class one (“Low”) and two (“Global”) membership probabilities related to a decreased trust in political institutions and system satisfaction. Group four (“high”) membership probabilities related positively to both aspects. These results indicate that students with a more complex identity also created a stronger bond to the political institutions of the country.
ReferencesBerry, J. W. (2013). Research on Multiculturalism in Canada. International Journal of Intercultural Relations, 37(6), 663–675. https://doi.org/10.1016/j.ijintrel.2013.09.005
Easton, D. (1975). A re-assessment of the concept of political support. British Journal of Political Science, 5(4), 435–457.
Erikson, E. H. (1959/1994). Identity and the life cycle. Norton.
IEA. (2022). Help Manual for the IEA IDB Analyzer (Version 5.0). IEA. www.iea.nl/data.html
Kinnvall, C. & Svensson, T. (2022). Exploring the populist `mind´: Anxiety, fantasy, and everyday populism. The British Journal of Politics and International Relations, 24(3), 526–542. https://doi.org/10.1177/13691481221075925
Marcia, J. E. (1966). Development and validation of ego-identity status. Journal of Personality and Social Psychology, 3(5), 551–558. https://doi.org/10.1037/h0023281
Muthén, L. K. & Muthén, B. O. (1998-2018). Mplus user's guide (8. Aufl.). Muthén & Muthén.
Noack, P. & Eckstein, K. (2023). Populism in youth: Do experiences in school matter? Child Development Perspectives(00), 1–7.
Norris, P. (2011). Democratic deficit: Critical citizens revisited. Cambridge University Press.
Prati, F., Moscatelli, S., Pratto, F. & Rubini, M. (2016). Predicting support for Arabs' autonomy from social dominance: The role of identity complexity and dehumanization. Political Psychology, 37(2), 293–301. https://doi.org/10.1111/pops.12274
R Core Team. (2023). R: A Language and Environment for Statistical Computing [Computer software]. R Foundation for Statistical Computing.
Rico, G., Guinjoan, M. & Anduiza, E. (2017). The Emotional Underpinnings of Populism: How Anger and Fear Affect Populist Attitudes. Swiss Political Science Review, 23(4), 444–461. https://doi.org/10.1111/spsr.12261
Schäfer, A. (2022). Cultural Backlash? How (Not) to Explain the Rise of Authoritarian Populism. British Journal of Political Science, 52(4), 1977–1993. https://doi.org/10.1017/S0007123421000363
Schulz, W., Fraillon, J., Losito, B., Agrusti, G., Ainley, J., Damiani, V. & Friedman, T. (2023). IEA International Civic and Citizenship Education Study 2022 assessment framework. Springer International Publishing. https://doi.org/10.1007/978-3-031-20113-4
Sinha, P., Calfee, C. S. & Delucchi, K. L. (2021). Practitioner's guide to latent class analysis: Methodological considerations and common pitfalls. Critical care medicine, 49(1), e63-e79. https://doi.org/10.1097/CCM.0000000000004710
Waterman, A. S. (1989). Curricula interventions for identity change: Substantive and ethical considerations. Journal of Adolescence, 12(4), 389–400. https://doi.org/10.1016/0140-1971(89)90062-6
Ziemes, J. F., Hahn-Laudenberg, K. & Abs, H. J. (2019). From connectedness and learning to European and national identity: Results from fourteen European countries. Journal of Social Science Education, 3(18), 5–28. https://doi.org/10.4119/JSSE-1144
34. Research on Citizenship Education
Paper
Adolescent Perspectives on Contested Futures: Threat Perception, Knowledge, and Intended Political Participation of 14-Year-Olds
Daniel Deimel, Hermann J. Abs
University of Duisburg-Essen, Germany
Presenting Author: Deimel, Daniel
Crises are characterised by an interweaving of external, real problem situations, their societal and individual perception, and a level of action (Bösch et al., 2020). Phenomena that present themselves in a crisis-like manner, such as climate change, social inequality, and global security risks, will significantly shape the future and also pose challenges for (civic) educational institutions (Abs, 2021). It seems inappropriate to view crises as isolated phenomena, as crisis phenomena can be interconnected: for instance, climate changes with political instability, migration, and conflict (Lawrence et al., 2024). Educational processes can contribute to developing an understanding of current and future challenges and support learners in developing the skills and knowledge needed to address these challenges.
In this context, according to Urry (2016), the future can be described as 'contested'. This description refers to the idea that different social groups have different visions and interests regarding the future, which often conflict with each other. Thus, it is recognized that the future is not simply an inevitable process, but a field where different social, political, economic, and cultural conceptions are in conflict. The extent to which adolescents have threatening expectations of the future, suggesting different social and political conceptions, is the subject of this contribution.
In adolescence, future perspectives are individually shaped under changing conditions. In the process of building a future orientation, future expectations interact with cognitive processes and emotions such as optimism, despair, fear, and anger (Nurmi, 2005). Against this background, willingness to participate politically also unfolds. In connection with the climate movement, hopeful optimism about a possible change in climate policy was observed (Cattell, 2021). A less optimistic view of the future was also described as a motivator for political participation: young people who felt that their concerns about climate change were not adequately addressed by national and international institutions participated, for example, in the international conferences of the United Nations Framework Convention on Climate Change (Kolleck & Schuster, 2022). Emotions further play a major role in explaining populistic and right-winged mobilization (Gerbaudo et al., 2023). Consequently, reactions to crisis perception can vary greatly. Both the characteristics of the content of the focused crisis and the knowledge and emotions of the adolescents might influence the formation of the response.
The perception of future threats is one variable examined by the International Civic and Citizenship Education Study (ICCS; Schulz et al., 2023). In ICCS 2016, adolescents in North Rhine-Westphalia (NRW) were particularly sensitive to climate change as a global threat, more so than students from other European countries (Deimel & Buhl, 2017). Environmental pollution and terrorism were issues that concerned a large part of the youth in both NRW and the European comparison group, while armed conflicts were perceived as less threatening in 2016 compared to environmental issues. Initial analyses of ICCS 2022 show an expected change over time in threat perception (Birindiba Batista et al., 2024): in the shadow of the Russian invasion of Ukraine, war or armed conflicts are the issues that most adolescents in NRW describe as a 'large threat'. However, climate change and environmental pollution continue to play an unchanged significant role for them. Terrorism, however, has significantly receded as a threat scenario. The prioritization of perceived crisis phenomena has shifted in the light of external events.
This paper takes these findings as an opportunity and pursues three overarching research questions against the theoretical background of Urry's (2016) concept of contested futures:
- What patterns of crisis perception do adolescents show?
- What relationship do these patterns show to civic knowledge?
- What relationship do they show to aspects of intended political participation?
Methodology, Methods, Research Instruments or Sources UsedTo answer these questions, we analysed the representative subsample of North Rhine-Westphalia (NRW) from ICCS 2022 (Abs et al., 2024). ICCS is an international large scale assessment that asks how students in grade 8 are prepared to take on their role as active citizens in democratic societies. NRW, as the largest German federal state, represents an interesting case study due to its high economic and demographic variance. The sample includes 3,269 students in 145 schools, one class per school. We chose to analyse adolescents’ threat perception, the ICCS civic knowledge score and the scores of five scales related various dimensions of intended political participation.
A Latent Class Analysis (LCA; Collins & Lanza, 2010) was conducted to answer the first question regarding adolescents’ crisis perception. To capture their future perspectives on threat scenarios, the students were asked to rate in how far they think certain global issues are a threat to the world’s future. The question had ad four-level response format: 'To a large extent' (1), 'To a moderate extent' (2), 'To a small extent' (3), 'Not at all' (4). For the Latent Class Analysis (LCA), the evaluations of the following six terms were selected for the themes of climate and environment, security, and economy: 'Climate change', 'Environmental pollution', 'War / armed conflicts', 'Terrorism', 'Poverty', and 'Global financial crises'.
LCA offers a statistical model that estimates the probability of each individual belonging to a certain latent class. To answer the second and third questions, we correlated these assignment probabilities with the measures of civic knowledge and the five scaled scores related to intended political participation. The civic knowledge score depicts students’ conceptual civic knowledge. Higher scores indicate a higher probability of solving harder items correctly. To capture intended political participation, students were asked to evaluate how likely they would be to perform various acts of political participation in the future or as adults. Subsequently, five scale values were calculated for different dimensions intended political participation: electoral ('Participate in national elections'), institution-related ('Join a political party'), problem-oriented ('Participate in a peaceful demonstration'), environment-related ('Refuse to buy environmentally harmful products'), and civil disobedience ('Protest through a traffic blockade'). Higher scale values indicate a higher likelihood that the students on average have chosen a more agreeing response option.
Conclusions, Expected Outcomes or FindingsThe results show that adolescents can be classified into one of five latent classes based on their perception of threats: (1) security-conscious (17%), who exhibit a high conditional probability to rate war / armed conflicts as 'large threat', and often rate pollution as a 'moderate threat'; (2) environment- and climate-aware (33%), who have relatively high probabilities to rate climate change and pollution as 'large threats', compared to other presented issues; (3) moderate sceptics (9%), which tend to rate none of the presented issues as 'large threat'; (4) alarmed (40%), which tend to rate every of the issues as 'large threat'; and (5) unconcerned (1%), which have high probabilities to rate every of the issues to be no threat at all.
Each of the five classes exhibits different patterns of correlation with political knowledge and intended political participation. The assignment probabilities of the security-conscious, moderate sceptics and unconcerned are negatively correlated (p < 0.05) with civic knowledge and the scales of intended electoral, problem-oriented and environment-related participation. The classification probability of the environment- and climate-aware, is positively correlated to civic knowledge and intended electoral participation. Lastly, students which were classified as alarmed had higher score on scales related to intended problem-oriented and environment-related participation, while showing no significant correlation to civic knowledge.
Based on this, various pedagogical implications can be formulated. Educational approaches for Security-Conscious and Moderate Skeptics could question why these groups are less politically active despite their perception of threats and promote understanding of complex security threats. The focus for Environment and Climate-Conscious is on leveraging their understanding of complex political interrelations to reflect on their preferred forms of political participation. For the Alarmed, the understanding of global interconnections could be enhanced to develop a nuanced perception of threats. Their high willingness for extra-institutional activity could be a resource.
ReferencesAbs, H. J. (2021). Options for developing European strategies on citizenship education. European Educational Research Journal, 20(3), 329–347. https://doi.org/10.1177/1474904121994418
Abs, H. J., Hahn-Laudenberg, K., Deimel, D., & Ziemes, J. F. (Eds.). (2024). ICCS 2022: Schulische Sozialisation und politische Bildung von 14-Jährigen im internationalen Vergleich (Advance Online Publication). Waxmann. https://www.waxmann.com/buch4822
Birindiba Batista, I., Deimel, D., Abs, H. J., & Hahn-Laudenberg, K. (2024). Nachhaltigkeit: Zukunftsbedrohungen, Einstellungen, nachhaltiges Verhalten und Schulkontexte. In H. J. Abs, K. Hahn-Laudenberg, D. Deimel, & J. F. Ziemes (Eds.), ICCS 2022: Schulische Sozialisation und politische Bildung von 14-Jährigen im internationalen Vergleich (Advance Online Publication). Waxmann. https://www.waxmann.com/buch4822
Bösch, F., Deitelhoff, N., Kroll, S., & Thiel, T. (2020). Für eine reflexive Krisenforschung – zur Einführung. In F. Bösch, N. Deitelhoff, & S. Kroll (Eds.), Handbuch Krisenforschung (pp. 3–16). Springer VS. https://doi.org/10.1007/978-3-658-28571-5_1
Cattell, J. (2021). "Change is Coming": Imagined Futures, Optimism and Pessimism Among Youth Climate Protesters. CJFY (Canadian Journal of Family and Youth), 13(1), 1–17. https://doi.org/10.29173/cjfy29598
Collins, L. M., & Lanza, S. T. (2010). Latent class and latent transition analysis: With applications in the social, behavioral, and health sciences. Wiley.
Deimel, D., & Buhl, M. (2017). Zukunftsperspektiven der 14-Jährigen. In H. J. Abs & K. Hahn-Laudenberg (Eds.), Das politische Mindset von 14‐Jährigen: Ergebnisse der International Civic and Citizenship Education Study 2016 (pp. 233–254). Waxmann.
Gerbaudo, P., Falco, C. C. de, Giorgi, G., Keeling, S., Murolo, A., & Nunziata, F. (2023). Angry Posts Mobilize: Emotional Communication and Online Mobilization in the Facebook Pages of Western European Right-Wing Populist Leaders. Social Media + Society, 9(1), 205630512311633. https://doi.org/10.1177/20563051231163327
Kolleck, N., & Schuster, J. (2022). Youth participation in global policy networks on climate change. International Journal of Educational Research, 114, 102002. https://doi.org/10.1016/j.ijer.2022.102002
Lawrence, M., Homer-Dixon, T., Janzwood, S., Rockstöm, J., Renn, O., & Donges, J. F. (2024). Global Polycrisis: The Causal Mechanisms of Crisis Entanglement. Global Sustainability, 1–36. https://doi.org/10.1017/sus.2024.1
Nurmi, J.‑E. (2005). Thinking About and Acting Upon the Future: Development of Future Orientation Across the Life Span. In A. Strathman & J. Joireman (Eds.), Understanding behavior in the context of time: Theory, research, and application (pp. 31–57). Routledge.
Schulz, W., Fraillon, J., Losito, B., Agrusti, G., Damiani, V., Ainley, J., & Friedman, T. (2023). Education for Citizenship in Times of Global Challenge: IEA International Civic and Citizenship Education Study 2022 International Report. IEA.
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