Civic education and social interactions at school as drivers of intended electoral participation: Similarities and differences in four European school systems

• Published in: Education, citizenship and social justice citizenship and social justice, 2024-03, Vol.19 (1), p.37-57
• Main Authors: Deimel, Daniel, Hahn-Laudenberg, Katrin, Ziemes, Johanna F, Abs, Hermann J
• Format: Article
• Language: English
• ISSN: 1746-1979; 1746-1987
• DOI: 10.1177/17461979221114549

Through civic education and social interactions at school, students are able to develop more or less political knowledge and trust in political institutions. Both precede intended electoral participation. However, it is disputed whether the relationship between political knowledge, trust, and intended participation is consistent across countries. We analyze data from the International Civic and Citizenship Education Study 2016 that consist of representative subsamples for 14-year-old students (N = 14,567) in Bulgaria, Croatia, Denmark, and Germany (North Rhine-Westphalia). A structural equation model approach reveals that both political knowledge and trust in political institutions contribute to explaining variation in adolescents’ intended electoral participation. The effect of political knowledge is partly mediated by trust, which in turn is negatively associated with political knowledge in Bulgaria and Croatia and positively in Denmark and Germany (NRW). These results are discussed in the light of country-specific differences in the political context of civic education.