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Civic education is characterized by a great variety of approaches and aims. While in some countries and schools it is taught as a single subject, others integrate topics of civic education in all subjects or consider it as part of the school experience (e.g., through participation at school; Schulz et al., 2018). Regarding the aims of civic education, gaining knowledge and understanding about civic matters, civic skills such as forming and expressing one’s opinion, value and identity development as well as civic actions can be differentiated (Carretero et al., 2016). Across these various approaches of teaching civic education and also for various aims, an open classroom climate during discussions of political and social issues has been identified preregistration: classroom climate, emotions, and politics as important predictor for successful civic learning (e.g., Campbell, 2008; Kahne et al., 2013). Open classroom climate can be loosely defined as a perceived classroom context that encourages to form and express one’s opinion in discussions about political and social issues, even if confronted with diverging perspectives. On individual and classroom level, an open classroom climate is positively associated with student’s civic knowledge, participation and engagement (Campbell, 2008; Deimel et al., 2020; Kahne et al., 2013; Sampermans et al., 2021). However, a review has also shown a great number of null-results in studies on the open classroom climate and knowledge, attitudes and behavior (Geboers et al., 2013). This opens the question to when and how an open classroom climate can contribute to aims of civic education. Emotions experienced during civic education - and specifically during discussions about political and social issues in class - might give further insights on how an open classroom climate is associated with outcomes of civic learning. From the perspective of the control-value theory, the classroom context is an important antecedent of emotions experienced in the educational context, which in turn affect student’s academic performance (Pekrun, 2006). In line with the control-value theory, feelings about politics have been found to mediate the relationship between student’s perception of engaged teaching and their own initiation of political discussions in class (Bayram Özdemir et al., 2016). However, the role of discrete emotions and whether and how they are related to an open classroom climate has rarely been investigated. Therefore, this study aims to investigate how student’s individual and class-level perceptions of the classroom climate during discussions of political and social issues are related to emotions like enjoyment, shame, anxiety, and boredom experienced in civic education, and whether the classroom climate indirectly relates to civic education outcomes through these emotions. We test the proposed model based on two different samples: (1) students at academic track schools and their emotions experienced during discussions of political and social issues, and (2) students at vocational track schools and their emotions experienced during civic education classes. The focus on both contexts provides the possibility to test whether hypothesized associations are generalizable to different approaches of civic education (integrated versus single subject) and tracks. Due to the proposed universality of relationships of relationships in the control-value theory (Pekrun & Perry), we expect similar patterns of relationships between classroom climate, emotions and achievement in both approaches to civic education. |
