Who Motivates? Longitudinal Effects of Discussions, Interest, and Efficacy

• In Event: Which Pedagogies Lead to Engagement?

Abstract

Despite the importance of political discussions for youth civic development, few studies have examined the longitudinal associations between multiple types of political discussions and civic motivation variables simultaneously. Previous research suggests that political discussions and civic motivation have a reciprocal relationship: engaging in political discussions can lead youth to be more motivated to engage with political issues, and being more civically motivated is also associated with greater tendency to discuss issues. Amid rising political polarization nationwide, political discussions in educational contexts have become more contentions, and in conjunction, openness to engaging diverse political perspectives has grown increasingly important. The purpose of this study is to examine the longitudinal associations between political discussions and motivation for high school students (N=350), disaggregated by degree of political open-mindedness.

Our study draws from three conceptual frameworks. First, political socialization frames discussions as a central mechanism of civic motivation development. Different discussion partners have varied influence on adolescents’ motivation. For example, parents have historically been construed as the primary agents of political socialization, although recent research suggests teachers and peers can play unique roles.

Second, expectancy-value theory posits that motivation to engage in specific tasks is based on (1) expectations of success and (2) valuing those tasks, aligned with political efficacy and interest (respectively). Scholars have meaningfully distinguished between internal political efficacy (IPE), one’s sense of competence for understanding and acting in the political sphere, and external political efficacy (EPE), the belief that the government or society will respond to one’s actions. Research indicates that political interest may be more central than political efficacy for fostering political participation, although different types of discussion partners may have varied effects on motivational antecedents.

Third, political open-mindedness (OMI) has roots in both political science and education, as open-mindedness is widely considered to be a vital component of youth preparedness for democratic life. Prior research indicates that individuals who are highly engaged politically tend to be more partisan and less open-minded, although it remains unclear how discussions might influence motivation for students with varying levels of open-mindedness.

Method

Our study uses two-variable, two-wave cross-lagged panel models (CLPMs) to disentangle the relationships between adolescents’ political discussions (with friends, peers, teachers, and parents) and civic motivation (interest, IPE, and EPE) for students with low, medium, and high political open-mindedness. Structural equation models were estimated using STATA. Multi-group analyses were applied to each CLPM to examine differential effects across three levels of OMI, with cutoffs conceptually and empirically justified using distributional analyses and t-tests. All models accounted for GPA, race/ethnicity, gender, and parent education. Survey data was collected at the beginning and end of the semester from students enrolled in government courses at three Midwestern high schools in 2016.

Results

We found that political discussions were not a consistent longitudinal predictor of civic motivation, challenging assumptions about the long-term influence of political discussions in civic education. Aligned with literature on political socialization that highlights the unique and lasting political influence of parents, only discussions with parents predicted later interest, although the effect was limited to students who were politically closed-minded.

The motivational predictors of students’ political discussions depended on their open-mindedness. Specifically, students who were politically motivated and open-minded tended to look towards peers for political input, whereas closed-minded students were engaged with adults.

During the government course, open-mindedness remained statistically unchanged. In contrast, mean levels of civic motivation and frequency of political discussions increased over the semester on average, although youth of color experienced a statistically significant decline in IPE and interest, highlighting potential equity concerns for marginalized youth.

Our findings have clear pragmatic implications for practices and policies that aim to facilitate youth political development in school contexts. Political discussions should be structured to facilitate the development of political interest, otherwise the effects of conversations may quickly fade out. Further, scaffolding should take into account students’ open-mindedness, as students with low GPAs were more likely to engage in discussions. Evidence-based practices and policies that embrace such nuances may prove efficacious and imperative.

Authors

• Christopher Wegemer

• Brett Levy, University at Albany, State University of New York