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The Study of Civic Education *

1968–1973

The aim of this study was to investigate how and to what extent objectives of citizenship education are being achieved by educational systems and what other influences beside the school (such as family, mass media, or friends) are important. One of the important issues addressed was whether a single quality, that of a good citizen, could be identified or whether there were several different and independent civic attitudes. In addition, an achievement test was administered that assessed knowledge of civic and political processes and institutions. The data were collected in 1971.

Target Population

The target population was 10-year-old students, 14-year old students, and students in the final grade of the secondary school.

Participating Educational Systems

Federal Republic of Germany (FRG), Finland, Ireland, Israel, Italy, Netherlands, New Zealand, Sweden, United States, England, and Iran participated in the initial phase of the project.

Key Findings

  1. The highest achievement on civic knowledge for primary school students was found in Italy. Middle school students received the highest scores in the Netherlands, the Federal Republic of Germany, Israel, and the United States. The top performing countries at the high school level were New Zealand, the Federal Republic of Germany, and Sweden.
  2. Differences between countries in achievement outcomes could not be attributed to differences in curricula. However, the use of rote learning and patriotic ritual had negative effects while freedom of expression in the classroom was beneficial for higher performance on the achievement test.
  3. Classroom climate had a strong impact on moral reasoning in the Federal Republic of Germany and the Netherlands and also, but to a smaller extent, in Ireland. In Finland, the home had the strongest influence on the development of moral reasoning.
  4. The attitudinal outcomes of civic education were found to be multidimensional and represented by scores on three factors:  support for democratic values, support for national government and civic interest and participation.
  5. Student attitudes in different countries differed with respect to women’s rights. The most supportive attitudes were found in the Federal Republic of Germany, Sweden, and Finland, moderately supportive attitudes were evident in Italy, and the least supportive attitudes were found in the United States.

Major Publications

 

Oppenheim, A.N., & Torney, J.V. (1974).

The Measurement of Children’s Civic Attitudes in Different Nations.

Stockholm: Almquist & Wiksell; New York: John Wiley & Sons.

 

Torney, J.V., Oppenheim, A.N., & Farnen, R.F. (1976).

Civic Education in Ten Countries: An Empirical Study.

Stockholm: Almquist & Wiksell; New York: John Wiley & Sons.

 

Walker, D.A. (1976).

The IEA Six-Subject Survey: An Empirical Study of Education in Twenty-One Countries.

Stockholm: Almquist & Wiksell; New York: John Wiley & Sons.

 

* Part of the Six-Subject Study

 

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