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Predictors of civic competence in Spanish students in Compulsory Secondary Education

Publicado en:REVISTA DE EDUCACION (408): 238-253 - 2025-04-01 (408), DOI: 10.4438/1988-592X-RE-2025-408-680

Autores: Zurdo, Julia

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Resumen

In recent years, adolescents' acquisition of civic competence to function as active and participatory citizens has gained importance. This study analyses the influence of student-and school-associated predictors on civic competence performance among students in Compulsory Secondary Education (ESO). The sample comprised 3,487 Spanish students in the second year of ESO (50.2% boys; 49.8% girls) who participated in the International Civic and Citizenship Education Study (ICCS 2022). A hierarchical model was employed to analyse the effect of a set of predictors on the dependent variable at two levels: students and school. At the student level, the results show that girls score higher than boys. The socioeconomic context of students has a significant impact on performance. Moreover, student participation in community groups or organisations, as well as engagement with digital media activities, has a considerable effect on student performance. Significant differences in performance have been found between native and immigrant students in favour of the former. At the school level, students from independent schools score higher than those from state schools. The predictors in the final model explain 27% of the differences between students and 53% of the variability between schools. These findings suggest the need to promote collaboration between families and schools in civic education activities, encourage partnerships between schools and community organisations, develop improvement plans to enhance civic education among immigrant students, and increase the use of technology in schools to support civic education initiatives.

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