The Role of Teachers, Parents, and Friends in Developing Adolescents' Societal Interest

Frank H. K. Wanders*, Anne Bert Dijkstra, Ralf Maslowski, Ineke van der Veen, Erik Amna

*Corresponding author for this work

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Abstract

This article examines the role of teachers, parents, and friends in stimulating the development of societal interest among adolescents. It assesses the extent teachers can compensate for societal interest differences among adolescents that arise due to socioeconomic differences. The YeS panel study is used, with 587 students aged 13-18 assessed annually over a six-year period (2010-2015) and uses latent growth curve modeling (LGCM). Our findings indicate that awareness-raising by each of the three groups contributes to the development of societal interest among adolescents, with teachers being the most influential socializing agent. Teachers were more influential societal interest development among adolescents from less privileged homes, confirming our hypothesis that schools can compensate for societal interest differences.

Original languageEnglish
Pages (from-to)736-751
Number of pages16
JournalScandinavian Journal of Educational Research
Volume65
Issue number5
Early online date6-May-2020
DOIs
Publication statusPublished - 2021

Keywords

  • Societal interest
  • adolescence
  • teachers
  • inequality
  • POLITICAL INTEREST
  • CITIZENSHIP
  • SCHOOL
  • ENGAGEMENT
  • PARTICIPATION
  • STABILITY
  • SOCIALIZATION
  • MULTILEVEL
  • MODEL

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