caa a22 4500 60623943X CHVBK 20210128101303.0 cr unu---uuuuu 210128e20151201xx s 000 0 eng 10.1007/s11218-014-9265-7 doi (NATIONALLICENCE)springer-10.1007/s11218-014-9265-7 Citizenship orientations and knowledge in primary and secondary education [Elektronische Daten] [Ellen Geboers, Femke Geijsel, Wilfried Admiraal, Geert ten Dam] Despite widespread attention to citizenship in educational practice, knowledge of the citizenship of students is still fragmented. We therefore present a comprehensive framework to integrate empirical data and theoretical insights into the citizenship of young people today. To develop and validate the framework, we conducted exploratory and confirmative factor analyses on measures of citizenship attitudes, skills, reflection and knowledge for a sample of 7,768 students in grades 5-9 from 38 Dutch primary and secondary schools. The results were cross-validated using a different sample of 15,940 students in primary and secondary education. We were able to distinguish four citizenship orientations among students (societal interest, prosocial ability, reflective thinking and assertiveness) and two domains of citizenship knowledge (societal knowledge and interpersonal knowledge). This framework can help with the large-scale, empirical evaluation of the effects of citizenship education and also guide schools in the formulation of educational goals to support the development of citizenship competences among students. The Author(s), 2015 Citizenship education nationallicence Primary education nationallicence Secondary education nationallicence Empirical framework nationallicence Citizenship orientations nationallicence Factor analysis nationallicence Geboers Ellen Department of Pedagogical and Educational Sciences, University of Amsterdam, Amsterdam, The Netherlands aut Geijsel Femke Department of Pedagogical and Educational Sciences, University of Amsterdam, Amsterdam, The Netherlands aut Admiraal Wilfried Educational Sciences, Leiden University Graduate School of Teaching (ICLON), Leiden, The Netherlands aut ten Dam Geert Department of Pedagogical and Educational Sciences, University of Amsterdam, Amsterdam, The Netherlands aut Social Psychology of Education Springer Netherlands 18/4(2015-12-01), 749-767 1381-2890 18:4<749 2015 18 11218 https://doi.org/10.1007/s11218-014-9265-7 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11218-014-9265-7 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Geboers Ellen Department of Pedagogical and Educational Sciences, University of Amsterdam, Amsterdam, The Netherlands aut NATIONALLICENCE 700 1- Geijsel Femke Department of Pedagogical and Educational Sciences, University of Amsterdam, Amsterdam, The Netherlands aut NATIONALLICENCE 700 1- Admiraal Wilfried Educational Sciences, Leiden University Graduate School of Teaching (ICLON), Leiden, The Netherlands aut NATIONALLICENCE 700 1- ten Dam Geert Department of Pedagogical and Educational Sciences, University of Amsterdam, Amsterdam, The Netherlands aut NATIONALLICENCE 773 0- Social Psychology of Education Springer Netherlands 18/4(2015-12-01), 749-767 1381-2890 18:4<749 2015 18 11218