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 (ISCO08F/ ISCO08M)
• Parents’ highest educational level (IS3G07/IS3G09)
• Number of books at home (IS3G11)

Students’ participation in out-of-school activities

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

Students’ civic participation 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 civic learning and participation at school

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

Students’ perceptions of school climate and interactions

• Students’ perceptions of student−teacher relations at school (S_STUTREL)
• Students’ perceptions of student interaction at school (S_INTACT)
• Students’ experiences of physical and verbal abuse at school (S_ABUSE)

Students’ perceptions of good citizenship behaviors

• Students’ perceptions of the importance of conventional citizenship (S_CITCON)
• Students’ perceptions of the importance of social movement related citizenship (S_CITSOC)
• Students’ perceptions of the importance of personal responsibility for citizenship (S_CITRESP)

Students’ endorsement of equal rights and opportunities

• Students’ endorsement of gender equality (S_GENEQL)
• Students’ endorsement of equal rights for all ethnic/racial groups (S_ETHRGHT)

Students’ attitudes toward civic institutions and their country of residence

• Students’ trust in civic institutions (S_INTRUST)
• Students’ positive attitudes toward their country of residence (S_CNTATT)

Students’ dispositions toward civic engagement

• 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 opinion

• Students’ expected participation in legal activities (S_LEGACT)
• 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

• Students’ endorsement of the influence of religion on society (S_RELINF)

European student questionnaire

• Students’ sense of European identity (E_EUIDENT)
• Student reports on opportunities for learning about Europe at school (E_EULRN)
• Students’ endorsement of freedom of migration within Europe (E_FREEMOVE)
• Students’ endorsement of equal rights for immigrants (E_IMMRGHT)
• Students’ endorsement of European cooperation (E_CCOOP)
• Students’ endorsement of restricting migration in Europe (E_RESTMIG)
• Students’ positive expectations for European future (E_EUPOS)
• Students’ negative expectations for European future (E_EUNEG)
• Students’ expectations for their own individual future (E_INDFUT)
• Students’ positive attitudes toward European Union (E_EURATT)

Latin American student questionnaire

• Students’ endorsement of corrupt practices in government (L_ATTCORR)
• Students’ endorsement of disobedience to the law (L_DISLAW)
• Students’ acceptance of neighborhood diversity (L_ATTDIV)
• Students’ feelings of empathy toward classmates (L_EMPCLAS)
• Students’ attitudes toward homosexuality (L_ATTHS)
• Students’ perceptions of discrimination in country (L_DISCRIM)
• Students’ endorsement of authoritarian government practices (L_AUTGOV)
• Students’ endorsement of the use of violence (L_ATTVIOL)

Teacher questionnaire

Teachers’ background characteristics

• Teachers’ perception of teacher participation at school (T_TCHPRT)

Teachers’ perceptions of school environment

• Teachers’ perceptions of social problems at school (T_PROBSC)
• Teachers’ perceptions of student activities in the community (T_STDCOM)
• Teachers’ perception of student behavior at school (T_STUDB)
• Teachers’ perceptions of classroom climate (T_PCCLIM)
• Teachers’ perceptions of bullying at school (T_BULSCH)

Teachers’ perceptions of civic and citizenship education at school

• Teachers’ reports on civic-related activities in class (T_CIVCLAS)
• Teachers’ professional development  activities for teaching methods (T_PDATCH)

Teachers’ perceptions of teaching civic and citizenship education

• Teachers’ preparedness for teaching civic and citizenship education  topics (T_PRPCCE)
• Teachers’ professional development professional development activities for civic and citizenship education topics (T_PDACCE)

School questionnaire

Principals’ background characteristics

• Principals’ perceptions of teacher participation in school governance (C_TCPART)

Principals’ perceptions of school environment

• Principals’ perceptions of students’ sense of belonging at school (C_STSBELS)
• Principals’ perceptions of teachers’ sense of belonging at school (C_TCSBELS)
• Principals’ perceptions of bullying at school (C_BULSCH)
• Principals’ reports on activities against bullying at school (C_BULACT)
• Principals’ reports on environment-friendly practices at school (C_ENPRAC)

Principals’ perceptions of the local community

• Principals’ reports on the availability of resources in local community (C_AVRESCOM)
• Principals’ perceptions of social tension due to ethnic differences in the community (C_COMETN)
• Principals’ perceptions of poverty in the community (C_COMPOV)
• Principals’ perceptions of crime in the community (C_COMCRI)

Principals’ perceptions of civic and citizenship education at school

• Principals’ perceptions of engagement of the school community (C_ENGAGE)

Principals’ perceptions of school size and resources

Principals’ perceptions of student opportunities to participate in community activities (C_STDCOM)