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Frontiers of Education in China

Front. Educ. China    2016, Vol. 11 Issue (3) : 299-321     https://doi.org/10. 3868/s110-005-016-0025-9
Research article
Explaining Hong Kong Students’ International Achievement in Civic Learning
Kerry J. KENNEDY1(),LI Lijuan2
1. Centre for Governance and Citizenship, The Education University of Hong Kong, Hong Kong, China; Faculty of Education, The University of Johannesburg, Johannesburg, South Africa
2. Centre for Governance and Citizenship, The Education University of Hong Kong, Hong Kong, China; Faculty of Education, The University of Johannesburg, Johannesburg, South Africa
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Abstract

This study identifies predictors of Hong Kong students’ civic learning. It has adopted a cross-sectional quantitative design using secondary data from the 2009 International Civics and Citizenship Education Study (ICCS 2009; Schulz et al., 2010). Multi-level analysis reveals that most of the variance in student achievement can be accounted for by school level rather than individual level factors. Student background variables are largely insignificant suggesting the resilience of many Hong Kong students. Regarding Hong Kong students’ achievements in civic learning, a possible explanation is made and implications are developed for both theory and practice.

Keywords political socialization      civic learning      agents      school context multi-level analysis     
Issue Date: 10 October 2016
 Cite this article:   
Kerry J. KENNEDY,LI Lijuan. Explaining Hong Kong Students’ International Achievement in Civic Learning[J]. Front. Educ. China, 2016, 11(3): 299-321.
 URL:  
http://journal.hep.com.cn/fed/EN/10. 3868/s110-005-016-0025-9
http://journal.hep.com.cn/fed/EN/Y2016/V11/I3/299
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