Transformations of the State location:Oxford date:11 May 2012
In the literature high expectations on the effects of an open classroom climate on civic and political attitudes and behaviours can be found. In this paper we explore these effects at three levels: the individual, school and country level. Using data from the International Civic and Citizenship Education Study (2009) and multilevel analyses, we find that an open classroom climate at the individual level is positively associated with intended political participation. The teacher and principals’ perception of the classroom atmosphere, as well as the policy on civic education, on the other hand, were not related to the intention to participate. In the conclusion, we explore a number of causal mechanisms on how exactly the classroom climate could have an effect on the intention to participate.