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Comparing eighth-grade students' civic attitudes and civic engagement in Shanghai and Hong Kong

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Abstract:

This paper reports a comparative study of eighth grade students' citizenship education in Hong Kong and Shanghai, China, in order to understand students' citizenship perception, civic value and civic attitudes towards three special social issues: legal justice, domestic migration and environmental protection, and civic engagement. The inclusion of these issues addresses the two-facet challenges by 1) fulfill the demand of timeliness on citizenship education content and 2) sufficiently credit citizenship education with capacity to educate the young about how to perform like a citizen in society. Moreover, the factors associated with civic attitudes are examined, and the classroom and school factors with a strong and positive association with students’ attitudes and engagement are discussed to facilitate the improvement of pedagogy for citizenship education.

Based on an attitudinal approach of citizenship education, I examined the tripartite elements of knowledge, attitudes and engagement within the Chinese citizenship context. I employed quantitative research methods and administered paper-based surveys in six public schools in both cities. Statistically significant differences are found between the two samples from Hong Kong and Shanghai in terms of these four components mentioned above. Multiple and hierarchical regression analysis are performed to understand the relationship between the individual and school factors and students' civic attitudes and civic engagement. These factors explain the greatest amount of variances in students’ attitudes towards legal justice, followed by attitudes towards environmental protection, while they explain least amount of variances in students’ attitudes towards domestic migration. Among these factors, students’ citizenship perception scale and students’ civic value scale consistently appear to be the most influential and significant one, although the beta coefficients differ slightly in the Hong Kong and Shanghai sample. I conclude by examining the social aspects of citizenship education and providing implication for both policy making and research on citizenship education.

Author's Keywords:

civic atttitudes, civic engagement
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p492779_index.html
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MLA Citation:

Zhang, Yongling. "Comparing eighth-grade students' civic attitudes and civic engagement in Shanghai and Hong Kong" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492779_index.html>

APA Citation:

Zhang, Y. , 2011-04-30 "Comparing eighth-grade students' civic attitudes and civic engagement in Shanghai and Hong Kong" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492779_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper reports a comparative study of eighth grade students' citizenship education in Hong Kong and Shanghai, China, in order to understand students' citizenship perception, civic value and civic attitudes towards three special social issues: legal justice, domestic migration and environmental protection, and civic engagement. The inclusion of these issues addresses the two-facet challenges by 1) fulfill the demand of timeliness on citizenship education content and 2) sufficiently credit citizenship education with capacity to educate the young about how to perform like a citizen in society. Moreover, the factors associated with civic attitudes are examined, and the classroom and school factors with a strong and positive association with students’ attitudes and engagement are discussed to facilitate the improvement of pedagogy for citizenship education.

Based on an attitudinal approach of citizenship education, I examined the tripartite elements of knowledge, attitudes and engagement within the Chinese citizenship context. I employed quantitative research methods and administered paper-based surveys in six public schools in both cities. Statistically significant differences are found between the two samples from Hong Kong and Shanghai in terms of these four components mentioned above. Multiple and hierarchical regression analysis are performed to understand the relationship between the individual and school factors and students' civic attitudes and civic engagement. These factors explain the greatest amount of variances in students’ attitudes towards legal justice, followed by attitudes towards environmental protection, while they explain least amount of variances in students’ attitudes towards domestic migration. Among these factors, students’ citizenship perception scale and students’ civic value scale consistently appear to be the most influential and significant one, although the beta coefficients differ slightly in the Hong Kong and Shanghai sample. I conclude by examining the social aspects of citizenship education and providing implication for both policy making and research on citizenship education.


Similar Titles:
Student Experience at World-Class Universities in China: A Comparative Study of The University of Hong Kong(HKU) and Shanghai Jiao Tong University(SJTU)

Comparing eighth-grade students' civic attitudes and civic engagement in Shanghai and Hong Kong

Citizenship attributes of Hong Kong students from the IEA international civic and citizenship studies


 
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