Affective-Behavioural Domains and Contextual Framework National Research Coordinators Meeting Amsterdam, October 16-19
Dec 31, 2015
Affective-Behavioural Domains and
Contextual Framework
National Research Coordinators Meeting
Amsterdam, October 16-19
NRCMeeting
Amsterdam16-19 Oct 2006
Affective-behavioural domains
• Counterpart to cognitive domains
• Clarifying nature of non-cognitive constructs
• Provide structure that allows to map affective-behavioural measures to content domains
NRCMeeting
Amsterdam16-19 Oct 2006
Domains
• Values– Deeply rooted and fundamental
• Attitudes– Less deeply rooted and changeable
• Behaviours– Includes behavioural intentions– Factual behaviour
NRCMeeting
Amsterdam16-19 Oct 2006
Mapping to content domains Values Attitudes Behaviours
Civic Society and Systems
Role of citizens in society
Trust in civic institutions
Civic Orientations Importance of civic
rights Attitudes toward
social justice
Civic Practices Importance of
citizenship participation
Citizenship self-efficacy
Expected political participation
Civic Identities Attitudes toward
the nation
NRCMeeting
Amsterdam16-19 Oct 2006
Measures
• Assessment framework will identify the constructs to be measured
• Typically, Likert-type items will be used for measurement
• Items will be administered through the student perceptions questionnaire
• Items on (actual) behaviour will be included in the student background questionnaire
NRCMeeting
Amsterdam16-19 Oct 2006
Issues
• Define and measure constructs that reflect values
• Separate behavioural intentions from actual behaviours (PAC recommendation)
• Prioritisation of CIVED questionnaire constructs/items and mapping to affective-behavioural & content domains
NRCMeeting
Amsterdam16-19 Oct 2006
Rationale for contextual framework
• Guidance for developing contextual instruments
• Provide general conceptual model for explaining C&C learning outcomes
• Tradition of IEA frameworks (see PIRLS or TIMSS)
NRCMeeting
Amsterdam16-19 Oct 2006
Levels and groups of variables
• Multi-level structure– Wider communities (local, national and supra-
national context)– Schools and classrooms– Home environment (including peer-group
context)– Individual
• Groups of variables– Antecedents– Processes– Outcomes
NRCMeeting
Amsterdam16-19 Oct 2006
Contexts of C&C learning outcomes
Wider community Educational system History and culture
School/classroom: Characteristics Composition Resources
Home environment: Family background Social group
Indicators related to: Civic society and systems Civic orientations Civic practices Civic identities
Wider community Educational policies Political events
School/classroom: Instruction Governance
Student: Socialisation & Learning
Home environment: Communication Activities
Antecedents Processes Outcomes
Student: Characteristics
NRCMeeting
Amsterdam16-19 Oct 2006
Characteristics
• “Wider communities” encompasses local to national community context is included
• Home context include also peer-group context
• No explicit distinction between school and classroom context
NRCMeeting
Amsterdam16-19 Oct 2006
Mapping of variablesLevel of... Antecedents Processes Outcomes National and other communities
NCQ & other sources: Democratic history Structure of education
NCQ & other sources: Intended curriculum Political developments
School/classroom ScQ & TQ: School characteristics Resources
ScQ & TQ: Implemented curriculum Policies and practices
Student StBQ: Gender Age Language
StBQ: Learning activities Practised engagement
Home environment StBQ: Parent SES Ethnicity
StBQ: Communication Peer-group activities
StT & StPQ & StBQ: Test results;
Student perceptions
NRCMeeting
Amsterdam16-19 Oct 2006
Context of wider communities – local community
• Urbanisation (antecedent)
• Existence of community activities to promote civics engagement (process)
• Relationships between school and community
NRCMeeting
Amsterdam16-19 Oct 2006
Context of wider communities – national context
• Antecedents (national context survey)– Historical development of civic and citizenship
education– Legislation on civic and citizenship education– Nature of policy drivers in civic and citizenship
education– Extent of current reforms in this area
• Processes (national context survey)– Approaches to civic and citizenship in curricula– Aims and content of curriculum– Nature and extent of whole school approaches
NRCMeeting
Amsterdam16-19 Oct 2006
Contexts of schools and classrooms - School
• Antecedents– School characteristics – School resources
• Processes– School management– Student participation in the running of the school – Student day-to-day activities and experiences
within the school– Teacher, staff, parent and community
participation in decision making processes– Relationships inside the school
NRCMeeting
Amsterdam16-19 Oct 2006
Contexts of schools and classrooms - teachers
• Antecedents– Teacher background and qualifications
• Processes– Teaching practices aimed at the construction of
a democratic school and classroom climate and ethos
– Students’ active participation in teaching-learning activities
– Student engagement in analysing topical and controversial issues
– Student engagement in teaching and learning activities
– Teacher involvement in school governance
NRCMeeting
Amsterdam16-19 Oct 2006
Context of home environment
• Antecedents– Parental socio-economic status– Parent ethnicity– Family composition
• Processes– Frequencies of (political) discussions with
parents and friends
NRCMeeting
Amsterdam16-19 Oct 2006
Individual contexts• Antecedents
– Age– Gender (male, female)– Study programme (country-specific)– Expected study time – Ethnicity
• Processes– Participation in civics-related activities– Peer-group activities– Media information– Classroom practices related to civics and
citizenship education