Scale Creation

Item response modeling – the one-parameter (Rasch) model for dichotomous items, as well as the partial credit model for items with more than two categories – was typically used to scale questionnaire items.

Cronbach’s alpha coefficient was used as an estimate of the internal consistency of each scale.

For the national index of students’ socioeconomic background (NISB), imputation techniques were implemented.

List of Background Scales

Student questionnaire

National index of students’ socioeconomic background (S_NISB)

• Parents’ occupational status (S_P1ISCO/ S_P2ISCO)
• Parents’ highest educational level (IS4G07/IS4G09)
• Number of books at home (IS4G10)

Students’ participation in out-of-school activities

• Students’ discussion of political and social issues outside of school (S_POLDISC)
• Students’ engagement with digital media (S_ENGDM)

Students’ civic engagement in the community and at school

• Students’ civic participation in the wider community (S_COMPART)
• Students’ civic participation at school (S_SCHPART)

Students’ perceptions of classroom climate and civic learning

• Students’ perceptions of openness in classroom discussions (S_OPDISC)
• Students’ reports on civic learning at school (S_CIVLRN)

Students’ perceptions of school interactions

• Students’ perceptions of student−teacher relations at school (S_STUTREL)
• Students’ perceptions of student interaction at school (S_INTACT)
• Students’ beliefs about their influence on decision-making at school (S_INFDEC)

Students’ perceptions of political systems and institutions

• Students’ satisfaction with the political system (S_SYSSAT)
• Students’ critical views of the political system (S_SYSCRT)
• Students’ trust in civic institutions (S_INTRUST)

Students’ beliefs about threats to democracy and restrictions in national emergencies

• Students’ beliefs about threats to democracy (S_DEMTHRT)
• Students’ endorsement of restrictions in a national emergency (S_ENREST)

Students’ perceptions of good citizenship behavior

• Students’ perceptions of the importance of conventional citizenship (S_CITCON)
• Students’ perceptions of the importance of social movement related citizenship (S_CITSOC)
• Students’ beliefs about the importance of globally oriented citizenship activities (S_GLOBCIT)

Students’ support for equal rights for immigrants and gender equality

• Students’ positive attitudes toward immigrants (S_IMMPOS)
• Students’ endorsement of gender equality (S_GENEQL)

Students’ endorsement of equal rights for all ethnic groups in society

• Students’ endorsement of equal rights for all ethnic groups in society (S_ETHGRP)

Students’ support for environmental protection and their environmental concerns

• Students’ positive attitudes toward environmental protection (S_ATTENV)
• Students’ concern about threats to the global environment (S_ENVCON)

Students’ citizenship self-efficacy and willingness to participate at school

• Students’ sense of citizenship self-efficacy (S_CITEFF)
• Students’ willingness to participate in school activities (S_SCACT)

Students’ expectations to engage in activities to express their opinions

• Students’ expected participation in legal activities (S_LEGACT)
• Students’ expected participation in environmental protection activities (S_ENVACT)
• Students’ expected participation in illegal protest activities (S_ILLACT)

Students’ expectations of political participation

• Students’ expected electoral participation (S_ELECPART)
• Students’ expected active political participation (S_POLPART)

Students’ endorsement of religious influence in society

• Positive attitudes toward the influence of religion in society (S_RELINF)

European student questionnaire

Students’ European identity and perceptions of learning about Europe at school

• Students’ sense of European identity (E_EUIDENT)
• Students’ reports on opportunities for learning about Europe at school (E_EURLRN)

Students’ attitudes toward freedom of movement in Europe

• Students’ endorsement of freedom of movement within Europe (E_FREEMOVE)
• Students’ endorsement of restrictions of movement in Europe (E_RESMIG)

Students’ support for European cooperation

• Students’ support for cooperation among European countries (E_CCOOP)
• Students’ endorsement of environmental cooperation in Europe (E_COOPENV)

Students’ expectations for Europe’s future

• Students’ positive expectations for European future (E_EUFPOS)
• Students’ negative expectations for European future (E_EUFNEG)

Students’ expectations for their own future

• Students’ expectations for their own individual future (E_INDFUT)

Students’ reports on ethical consumerism and sustainable behaviors

• Students’ reports on political consumerism behaviors (E_ETHCON)
• Students’ reports on their sustainable behaviors (E_SUSBEH)

Students’ attitudes toward the EU

• Students’ positive attitudes toward European Union (E_EUATPOS)
• Students’ negative attitudes toward European Union (E_EUATNEG)

Latin American student questionnaire

• Students' endorsement of authoritarian government practices (L_AUTGOV) 
• Students' endorsement of corrupt practices in government (L_ATTCORR)
• Students' acceptance of disobeying the law (L_DISLAW)
• Students' positive attitudes toward homosexuals (L_ATTHS)

Teacher questionnaire

Teachers’ perceptions

• Teachers' perceptions of teacher participation at school (T_TCHPRT)
• Teachers' perceptions of social problems at school (T_PROBSC)
• Teachers' perceptions of classroom climate (T_PCCLIM)

Teachers’ perceptions of the importance of good citizenship

• Teachers' perceptions of the importance of conventional citizenship (T_CITCON)
• Teachers' perceptions of the importance of social movement related citizenship (T_CITSOC)
• Teachers' perceptions of the importance of global citizenship (T_GLOBCIT)

Teachers’ reports

• Teachers' reports of student activities in the community (T_STDCOM)
• Teachers' reports on student involvement in activities (T_STDINV)
• Teachers' reports on activities dealing with diversity (T_DIVACT)
• Teachers' reports on activities related to digital technologies (T_ACTDIG)
• Teachers' reports on civic-related activities in class (T_CIVCLAS)
• Teachers' reports on activities related to global issues (T_ACTGLOB)

Teachers’ reports on their preparedness for teaching and student's opportunities to learn civic and citizenship education (CCE) topics

• Teachers' preparedness for teaching CCE topics and skills (T_PRPCCE)
• Teachers' perceptions of students' opportunities to learn about civic topics and skills (T_OPPLRN)

Teachers' reports on their professional development (PD) activities

• Teachers' reports on their PD activities (T_PDACCE)
• Teachers' PD activities for teaching methods (T_PDATCH)

Teachers’ opinions about the influence of cultural and ethnic differences on teaching activities

• Teachers' positive opinions about the influence of cultural and ethnic differences on teaching activities (T_POSCDIF)
• Teachers' negative opinions about the influence of cultural and ethnic differences on teaching activities (T_NEGCDIF)

Teachers’ opinions about the influence of socioeconomic differences on teaching activities

• Teachers' positive opinions about the influence of socioeconomic differences on teaching activities (T_POSSDIF)
• Teachers' negative opinions about the influence of socioeconomic differences on teaching activities (T_NEGSDIF)

School questionnaire

School principals’ perceptions

• Perceptions of teacher participation at school (C_TCPART)
• Perceptions of student activities in the community (C_STDCOM)
• Perceptions of environment-friendly practices being followed (C_ENPRAC)

Schools’ principals' perceptions of student and parent involvement at school

• Perceptions of student involvement at school (C_STDINV)
• Perceptions of parent involvement at school (C_PARINV)

Schools’ principals' perceptions of social tensions in the community

• Principal's perceptions of ethnic tensions in the community (C_COMETN)
• Principal's perceptions of poverty-related tension in the community (C_COMPOV)
• Principal's perceptions of crime-related tension in the community (C_COMCRI)

Schools’ principals' reports on

• Training activities relating to the use of digital technologies (C_ACTDIGT)
• Availability of resources in local community (C_AVRESCOM)