Advocating for Advocacy: How Academia Affects Students' Civic and Political Engagement Outcomes

Author

Chandler S. Johnson, Illinois State UniversityFollow

Date of Award

10-13-2014

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

School of Communication

First Advisor

John R. Baldwin

Abstract

This thesis explores the relationship between classroom interaction and students' behavioral outcomes. To investigate this relationship, the research applies the theory of planned behavior to identify civic engagement outcomes produced by teaching and classroom exposure. The results indicate that there is no significant relationship between the forms of teaching (i.e., active or passive) and behavior outcomes (e.g., self-efficacy). Nevertheless, results supported previous literature by showing that attitudes, self-efficacy, and subjective norms can predict behavioral intent. The results also showed a possible fatigue effect due to overexposure to civic and political engagement in the classroom.

Comments

Imported from ProQuest Johnson_ilstu_0092N_10385.pdf

Recommended Citation

Johnson, Chandler S., "Advocating for Advocacy: How Academia Affects Students' Civic and Political Engagement Outcomes" (2014). Theses and Dissertations. 273.
https://ir.library.illinoisstate.edu/etd/273

DOI

http://doi.org/10.30707/ETD2014.Johnson.C

Page Count

110