Measures and References: References: Civic Mindedness

Return to References: Civic Mindedness factor page.

Measures

Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.

Civic Outcomes for Elementary School: (Chi, B., et al., 2006): A set of instruments developed to measure civic skills in elementary classrooms, including knowledge, thinking, disposition, and participation.

References

Adair, J. K., Phillips, L., Ritchie, J., & Sachdeva, S. (2017). Civic action and play: Examples from Maori, Aboriginal Australian and Latino communities. Early Child Development and Care, 187(5–6), 798–811.

Allen, D., & Kidd, D. (2022). Civic learning for the 21st century: Disentangling the “thin” and “thick” elements of civic identity to support civic education. In Handbook of Philosophy of Education (pp. 27-41). Routledge.

Astuto, J., & Ruck, M. D. (2010). Early Childhood as a Foundation for Civic Engagement. In L. R. Sherrod, J. Torney-Purta, & C. A. Flanagan (Eds.), Handbook of Research on Civic Engagement in Youth (pp. 249–275). John Wiley & Sons, Inc.

Barton, K. C., & Ho, L. C. (2021). Curriculum for justice and harmony: Deliberation, knowledge, and action in social and civic education. Routledge.

Bevilacqua, L., Kelly, Y., Heilmann, A., Priest, N., & Lacey, R. E. (2021). Adverse childhood experiences and trajectories of internalizing, externalizing, and prosocial behaviors from childhood to adolescence. Child Abuse & Neglect, 112, 104890.

Brannon, D. (2008). Character education: it's a joint responsibility: instilling positive character traits in children requires teachers, parents, and administrators to work together. Kappa Delta Pi Record, 44(2), 62-65.

Chi, B., Jastrzab, J., & Melchior, A. (2006). Developing indicators and measures of civic outcomes for elementary school students.

Choi, J., Johnson, D. W., & Johnson, R. (2011). Relationships among cooperative learning experiences, social interdependence, children's aggression, victimization, and prosocial behaviors. Journal of Applied Social Psychology, 41(4), 976-1003.

Encina, Y., & Berger, C. (2021). Civic behavior and sense of belonging at school: The moderating role of school climate. Child Indicators Research, 14, 1453-1477.

Erickson, J. D., & Thompson, W. C. (2019). Preschool as a Wellspring for Democracy: Endorsing Traits of Reasonableness in Early Childhood Education. Democracy and Education, 27(1), 1–10.

Fu, W., Wang, C., Chai, H., & Xue, R. (2022). Examining the relationship of empathy, social support, and prosocial behavior of adolescents in China: A structural equation modeling approach. Humanities and Social Sciences Communications, 9(1), 1-8.

Gariépy, G., Riehm, K. E., Whitehead, R. D., Doré, I., & Elgar, F. J. (2019). Teenage night owls or early birds? Chronotype and the mental health of adolescents. Journal of Sleep Research, 28(3), e12723.

Grueneisen, S., & Warneken, F. (2022). The development of prosocial behavior—From sympathy to strategy. Current Opinion in Psychology, 43, 323–328.

Haduong, P., Jeffries, J., Pao, A., Webb, W., Allen, D., & Kidd, D. (2023). Who am I and what do I care about? Supporting civic identity development in civic education. Education, Citizenship and Social Justice, 17461979231151616.

Hauver, J. (2019). Young children's civic mindedness: Democratic living and learning in an unequal world. Routledge.

Jain, S., Cohen, A. K., Kawashima-Ginsberg, K., Duarte, C. D. P., & Pope, A. (2019). Civic engagement among youth exposed to community violence: Directions for research and practice. Journal of Youth Development, 14(1), 24-47.

Long, Z., Zhao, A., Chen, Y., Li, R., Xia, Y., Guo, Y., & Li, S. (2022). The associations of chronotype and social jetlag with prosocial behavior problems among Chinese adolescents. Chronobiology International, 39(11), 1498-1507.

Ludden, A. B. (2011). Engagement in school and community civic activities among rural adolescents. Journal of Youth and Adolescence, 40, 1254-1270.

Melaville, A., Berg, A. C., & Blank, M. J. (2006). Community-Based Learning: Engaging Students for Success and Citizenship. Coalition for Community Schools.

Mitra, D., & Serriere, S. C. (2015). Civic education in the elementary grades: Promoting student engagement in an era of accountability. Teachers College Press.

Mitra, D. L., & Serriere, S. C. (2012). Student voice in elementary school reform: Examining youth development in fifth graders. American Educational Research Journal, 49(4), 743-774.

Ochs, E., & Izquierdo, C. (2009). Responsibility in childhood: Three developmental trajectories. Ethos, 37(4), 391-413

Payne, K. A., Adair, J. K., Colegrove, K. S. S., Lee, S., Falkner, A., McManus, M., & Sachdeva, S. (2020). Reconceptualizing civic education for young children: Recognizing embodied civic action. Education, Citizenship and Social Justice, 15(1), 35–46.

Schlesinger, M., Sawyer, J., Hirsh-Pasek, K., & Fabiano, R. (2020). Play captains on play streets: A community-university playful learning and teen leadership collaboration.

Shah, D. V., McLeod, J. M., & Lee, N. J. (2009). Communication competence as a foundation for civic competence: Processes of socialization into citizenship. Political Communication, 26(1), 102-117.

Stewart, D., & Sun, J. (2004). How can we build resilience in primary school aged children? The importance of social support from adults and peers in family, school and community settings. Asia Pacific Journal of Public Health, 16(1), 37-41.

Swalwell, K., & Payne, K. A. (2019). Critical Civic Education for Young Children. Multicultural Perspectives, 21(2), 127–132.

Vollhardt, J. R. (2009). Altruism born of suffering and prosocial behavior following adverse life events: A review and conceptualization. Social Justice Research, 22, 53-97.

Walker & Frimer. (2015). Developmental Trajectories of Agency and Communion in Moral Motivation. Merrill-Palmer Quarterly, 61(3), 412.

Wentzel, K. R. (2014). Prosocial behavior and peer relations in adolescence. Prosocial Development: A Multidimensional Approach, 178-200.

Wray‐Lake, L., & Syvertsen, A. K. (2011). The developmental roots of social responsibility in childhood and adolescence. New directions for child and adolescent development, 2011(134), 11-25.

Zhang, W., Yu, G., & Fu, W. (2022). The cross-spillover effects of online prosocial behavior on subjective well-being: Daily diary evidence from Chinese adolescents. Sustainability, 14(15), 9734.