Civic Knowledge

Purpose: The purpose of the present study was to predict students’ social movement citizenship based on open classroom climate, political efficacy and civic knowledge. Methodology: This study was an applied research according to the purpose and is a type of descriptive-correlational researches on the basis of data collection method. The statistical population of the study consisted of all the students of the college of education and psychology at Semnan University in the academic year 2018-2019. The participants were 227 students (107 male students, 120 female students) who were selected using stratified random sampling method. All of them completed open classroom climate, political awareness, civic knowledge and social movement questionnaires. The data was analyzed by SPSS and LISREL software and Pearson correlation coefficient technique and path analysis model. Findings: The findings showed that there is a positive and significant relationship between open classroom climate, political efficacy and civic knowledge with students’ social movement citizenship. Open classroom climate has not a direct and significant effect on students’ social movement citizenship. Open classroom climate has a significant indirect influence on students’ social movement citizenship through mediation of political efficacy. Open classroom climate has a significant indirect impact on students’ social movement citizenship through mediation of civic knowledge. Conclusion: The results of this study indicate the importance of paying attention to the role of open classroom climate, political awareness and civic knowledge in increasing students’ social movement citizenship.

Purpose: Academic motivation is a critical driver of educational outcomes, influenced by various factors including attitudes toward education and civic knowledge. Despite abundant research on these factors independently, their collective impact on academic motivation remains underexplored. This study aims to fill this gap by examining how attitudes toward education and civic knowledge together predict academic motivation. Methodology: A cross-sectional study design was employed with a sample of 350 participants derived from high schools and universities, based on Morgan and Krejcie’s table for sample size. Data were collected using validated scales: the Academic Motivation Scale (AMS), Education Attitude Scale (EAS), and Civic Knowledge Assessment Test (CKAT). Pearson correlation and linear regression analyses were conducted using SPSS version 27 to explore the relationships between the study variables. Findings: Descriptive statistics indicated moderate levels of academic motivation (Mean = 4.21, SD = 1.05), positive educational attitudes (Mean = 3.89, SD = 0.78), and varied civic knowledge (Mean = 3.45, SD = 0.88). Pearson correlation showed significant positive relationships between academic motivation and attitudes toward education (r = .312, p < .001) and civic knowledge (r = .287, p < .001). Regression analysis revealed that both attitudes toward education (β = 0.32, p < .001) and civic knowledge (β = 0.27, p < .001) significantly predicted academic motivation, accounting for 20.9% of the variance (R² adjusted = .209). Conclusion: The findings confirm that both educational attitudes and civic knowledge are significant predictors of academic motivation. These results underscore the importance of integrating civic education into curricula and fostering positive educational attitudes to enhance academic motivation. Future educational policies and practices should consider these dimensions to effectively support academic engagement and achievement.