Pathways to Active Citizenship in Adolescence and Young Adulthood
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(2) ȱȱǯȱȱȱȱ ȱȱȱȱȱȱȱ ȱ ¢ȱ ȱ ¢ȱ ȱ ǯȱ ȱ ȱ ȱ ȱ ¢ȱȱȱ¢ȱȱȱȱȱȱǻ¢ȬȱȱǯǰȱŘŖŖŗDzȱȱȱǯǰȱŘŖŖŘDzȱ¢ȱȱǯǰȱŘŖŗŗǼǯȱȱȱ¢ȱ adulthood are critical and formative periods for political development, since young Ȃȱȱǰȱȱȱȱ¢ǰȱȱȱ¡ȱ ȱ ȱȱȱȱę¢ȱȱȱȱǻǯȱȱ¢ȱ¢Dzȱ ǰȱ ¢ǰȱ ŘŖŖřǼǯȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱȱȱȱ¢ȱȂȱȱȱȱȱȱǰȱȱĴȱ ȱȱȱȱȱȱ£ȱȱȱȱȱ life is of particular importance. One prominent theoretical approach that allows for a thorough investigation of ȱ¢ȱȱȱ ȱȱ¢ȱȱȱȱ ȱǻDzȱǰȱ£ǰȱ¢ǰȱŗşşśǼǯȱȱȱȱȱȱȱ ȱ¡ȱȱDZȱǰȱȱȱȱȱ ǰȱȱ individual characteristics. Hence, in response to the question of what keeps young ȱȱȱ¢ȱǰȱǰȱ£ȱȱ¢ȱǻŗşşśǼȱ DZȱȃȱ¢ȱȂDzȱȱ¢ȱȂȱ ȱDzȱȱȱ¢ȱȄȱ ǻǯȱŘŜşǼǯ ȱ ǰȱ ȱ ęȱ ȱ ȱ ȱ ȱ ȱ ǻǯǯǰȱǼȱȱ ȱȱȱȱȱȱ¢ȱȱȱȱ ȱȮȱȱ¢ȱȱȱǻǰȱ£ǰȱǰȱŘŖŖśDzȱ ǰȱŘŖŖŝǼǰȱȱ ȱȱȱǻǰȱŗşşşDzȱ¢ȬȱȱǯǰȱŘŖŖŗǼǯ Other socio-structural ǰȱȱȱȱȱǰȱȱȱȱȱȱȱȱǯȱ ǰȱȱȱȱȱȱ¡ǯȱȱǰȱ ȱ ȱȱȱȬȱȱȬęȱĴǰȱȱȱȱȱěǯȱ ¢ǰȱȱěȱȱȱȱȱ ȱȱȱȱȱȱȱ ȱ ěȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¡ȱ ȱȱȱȱǻȱǰȱȱĴǰȱŗşşşDzȱȱȱǰȱ ǰȱŘŖŗŖǼǯȱ ȱȱȱȱęȱȱȱȱȱȱȱ¡ȱȱȱȱěȱȱ¡ȱǻǯǯǰȱȱ Ǽǯȱȱ these, the family and peer group are of particular relevance. This was supported ¢ȱȱȱȱȱȱȱȱęȱȱȱ£ǯȱ¢ǰȱȱȱ ȱȱǰȱȱȱȱȱǰȱ ȱ ȱ ȱ ȱ ¡ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȂȱȱȱǻǯȱǰȱǰȱǰȱŘŖŖŖDzȱ ǰȱǰȱ ŘŖŖŜDzȱ ěǰȱǰȱǰȱŘŖŖŞǼǯȱȱȱȱ¡ȱȱȱ ȱ¢ȱȱȱ¡ȱȱȱ¢ȱ£ǯȱ¢ǰȱ¢ȱȱȱȱ¢ȱȱȱ¢ȱǰȱ ȱ¢ȱȱ involved in organizational networks (Youniss, Yates, 1997; Smith, 1999; McFarland, ǰȱ ŘŖŖŜDzȱ ǰȱ ǰȱ ǰȱ ŘŖŖŝǼǯȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱȱȱĚǰȱ ȱ¡ȱȱ¡ȱȱ¢ȱȱ ȱ ǻǯǯǰȱ ¢ǰȱ ȱ Ǽȱ ȱ £ȱ ȱ ǻǯǯǰȱ ȱ Ǽǯ strona 166.
(3) ¢ǰȱȱȱęȱȱ¢ȱȱĴȱȱȱěȱ¢ȱ Ȃȱȱǰȱȱȱȱȱ ǰȱǰȱȱǯȱ ¢ȱȱ£ȱȱȂȱȱȱȮȱȱǯȱȱȱȱȱȱȱȱȱȱȱ¢ǰȱ ǰȱ ȱȱ ǯȱ ȱȱȱȱȱǰȱ¢ȱ¢ȱȱȱȱǰȱ ȱ ȱȱȱȱȱȱ¢ȱȱȱȱȱ ȱ¡¢Ȭȱ¢ȱǻǯǯǰȱǰȱŗşśŝDzȱǰȱęǰȱǰȱŗşşŞǼǯȱ ȱȱȱ¢ǰȱ ȱȱ¡ȱȱȂȱȱȱ ȱȱȱ DZȱǰȱȱȱȱȱȱȱȱȱȱǰȱǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ǻǯǯǰȱ ¡¢ȱ ȱ Dzȱ ęǰȱǰȱŘŖŖŖǼǯȱ ȱ¢ȱȱȱȱȱǰȱ ȱ ȱȱ¢ȱȂȱȱȱȱȱǻǯǯǰȱĴȱ ȱ ȱ Ǽȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ Ĝ¢ȱǻǯǯǰȱȱȱȱȱě¢ȱȱDzȱǯȱǰȱ ǰȱĴǰȱŗşşŗǼȱȱȱȱȱ¡ǯȱȱȱȱ ȱȱ ȱȱȱȱȱȱȱȱȱ¢ȱȱǻȱĴǰȱȱ
(4) ûǰȱŗşşŜDzȱȱȱǯǰȱŘŖŖŝDzȱȱȱȱĜ¢ǰȱȱǰȱǰȱŘŖŖşDzȱǰȱǰȱ £ǰȱŘŖŗřǼǯȱ ȱȱěȱȱǰȱ¡ȱȱȱ ǰȱȱȱȱȱ¢ȱǰȱȱȱȱȱȱȱȱ¡amined its three main predictors either as independent units or in additive designs. Thus, even though previous research has shown that the CVM is a valid frame ȱȱȱȱȱǻǯǯǰȱǰȱ£ǰȱ¢ǰȱŗşşśDzȱǰȱ ŘŖŖŚDzȱ ǰȱŘŖŖŚDzȱ ǰȱŘŖŖŜǼǰȱĴȱȱ ȱȱȱ¢ȱǻǼȱǯȱ ȱ¡ȱȱȱȱǰȱȱ ȱ¡ȱȱȱ ȱȱȱȱȱȱȱȱǰȱ ȱȱ¢ȱȱȱěȱȱȱ¢ǰȱȱ¢ȱȱ ȱĚȱȱȱ¡ȱǰȱȱȱȱǯȱȱ ¡ǰȱ ȱȱȱȱ Ȭěȱȱ¢ȱȱ¢ȱǰȱȱ ȱȱȱȱȱȱ¢ȱ£ǰȱȱȱȱȱ ȱ ¢ȱ ȱ ȱ ȱ ¢ȱ Ȃȱ ȱ ǰȱ ȱ ȱȱȱȱȱȱȱęȱȱȱ ȱȱǯȱ Eventually, this should result in a higher readiness to participate in politics.. Current Study ȱ ȱ ȱ Ȭ£ȱ ȱ ȱ ęǰȱ ȱ ȱ ȱ ȱ ȱȱ ȱȱȱ¢Ȭȱȱȱȱȱȱȱ ȱ ȱ ȱ ǻ¢ȱ ŗǼȱ ȱ ¢ȱ ȱ ǻ¢ȱ ŘǼǯȱ ȱ ȱ ȱ ȱ ȱ¢ȱǰȱȱȱȱ ȱȱȱȱȱȱ ȱǯȱǰȱ ȱȱȱ¢ȱȱ¢ȱ ȱ ȱȱȱȱȱȱ¢ȱȱǯȱȱ¢ǰȱ ȱ ¢£ȱȱȱěȱȱȱǻǯǯǰȱȱǼȱȱ¡ȱ ȱȱ ȱǻǯǯǰȱȱǰȱȱȂȱĴȱ ȱstrona 167.
(5) ȱǰȱȱǼȱȱ¢ȱȂȱȱȱȱȱ ȱ ȱȱ¢ȱȱȱǻǯǯǰȱ¢ȱȂȱĴȱ ȱȱǰȱȱȱĜ¢ȱǼǯȱ¢ǰȱȱȱǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ Ȃȱ ȱ ȱ ȱ ȱ ǯȱ ǰȱ ȱ ȱ ȱ ȱ Ĵȱ ȱ ȱ ǰȱ ȱ ȱ ȱ ¡¢ȱ ǯȱ ȱ ǰȱ ȱ ȱȱȱȱȱȱȱȱǰȱ¢ȱȱȱȱ Ěǯ. Study 1 Method Sample. The empirical data of Study 1 were taken from a more comprehenȱȱȱȂȱȱǯȱȱ ȱȱȱřŜȱȱ ȱȱȱȱȱȱȱûȱȱ ¢1. Participating schools ȱ¢ȱȱȱ ǰȱǰȱ¢ȱȱȱȱȱȱǯȱ ǰȱŝŖŚȱȱȱȱȱȱȱěȱȱȱǻȱŗDZȱŜth grade, nȱƽȱŘşřDzȱȱŘDZȱŞth grade, nȱƽȱŘŞŞDzȱȱřDZȱŗŖth grade, nȱƽȱŗŘřǼȱ ȱ ¢ȱ ȱ ȱ ȱ Ȭ¢ȱ ȱ ȱ ȱ ȱ ǻȱ ŗDZȱ Ȧȱ ȱ ŘŖŖŚǰȱ ȱ ŘDZȱ Ȧȱ ȱ ŘŖŖśǼǯȱ ȱ ęȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ȱ¢ȱȱȱȱȱ¢ȱȱȂȱȱȱȱȱ ȱǻǯǯǰȱǼǯȱǰȱȱȱȱȱȱ ȱȱ¢ȱ ȱȱȱȱȱǯȱǰȱȱȱȱ ȱȱȱȱ£ȱ ȱȱȱȱĴȱȱǯȱ ǰȱȂȱȱȱ ȱŗśǯřśȱ¢ȱǻSDȱƽȱŗǯŘŖǰȱȱDZȱŗřȬŗşȱ¢Ǽȱ ȱȱȱ¢ȱ ȱ¡¢ȱ¢ȱȱǻngirls = 379, 53.8%; n¢ ƽȱřŘśǰȱŚŜǯŘƖǼǯȱȱȱȱȱĴȱ ȱěȱȱ¢DZȱȱǰȱ Ȭȱȱȱǻn ƽȱŚŞŗǰȱŜŞǯřƖǼȱȱȱ ǰȱȱ¢ȱȱ track (nȱƽȱŘŘřǰȱřŗǯŝƖǼǯȱ Measures. Ȃȱȱȱȱȱȱ ȱȱ¢ȱ ¡ȱ ȱ ǻǯǯǰȱ ȃ ȱ ȱ dzȱ ȱ ȱ ȱ ¢ǰȱ ȱ ȱ ȱ ȱ group, work for a student council, vote in elections, demonstrate, donate mon¢ȄDzȱ ΅ȱ ƽȱ ǯŜŖDzȱ ǰȱ £ǰȱ ŘŖŖŞǼǯȱ ǰȱ ȱ ¢ȱ ŗǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ and unconventional forms of participation. Given the scope of activities taken into ǰȱȱ¡¢ȱȱ¢ȱ ȱȱȱȱȱȱ¡ȱ ȱ ȱ Ȃȱ ¢ȱ ȱ ȱ Ěȱ ȱ ěȱ ȱ ȱ ȱ ȱ ȱ ȱ ǯȱ ȱ ȱ ¢ȱ ǻȱ Ǽȱ ¢ȱȱȬȱǯȱȱȱȱ ȱǯŚřȱǻȱȱ 1 ȱȱȱȱȱȱȱȱȱ ¢ȱȱȱȱȱȱ ȱȱǯȱȱȱȱȱ ȱ¢ȱǰȱ¢ȱȱȱȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǰȱ Ȃȱ ȱ¡ǰȱȱȱȱȱȱ¢ǯȱ. strona 168.
(6) ȱȱǼȱȱǯŜşȱǻȱȱȱȱȱ¢Ǽǯȱȱ¡ȱȱ ȱ ȱ ȱȱȱȱȱȱȱȱȂȱǰȱ ȱȱȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱǯ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ £ȱ ȱ DZȱ First, school track (0 = lower track, 1 = higher trackǼȱ ȱ Ȃȱ ȱ ȱ (1 = no degree, 2 = 9th grade, 3 = 10th grade, 4 = high school diploma, 5 = university degreeǼȱ were considered as indicators of educational resources. Second, the amount of poȱȱ ȱȱȱǻŚȬȬDzȱǯǯǰȱȃȱ¢ȱȱȱ ȱ ȱ ¢ȱ Ȧȱ ȄDzȱ ΅ȱ ƽȱ ǯŞŖǼǰȱ ȱ Ȃȱ Ĵȱ ȱ ȱȱǻŚȬȱDzȱǯǯǰȱȃ¢ȱȱȱ ȱȱȱȱȱ to participate in politics”; Fischer, Kohr, 2002; ΅ȱƽȱǯŝřǼǰȱȱȱȱǻŖȱƽȱnot a member, 1 = memberǼȱ ȱȱȱȱȱ¡ȱȱȱ ǯȱ ȱȱȱěȱȱȱ£ȱǰȱȱȱ ȱȱęȱǰȱȱȱǰȱȱǰȱȱ¢ȱǯȱȱ ǰȱȱȱ ȱȱ¢ȱȱȱĜ¢ȱǻŚȬȱ Dzȱǯǯǰȱȃ ȱȱ¢ȱȱęȱȱȱȱȄDzȱ ǰȱŗşşŗDzȱ ΅ȱƽȱǯŝŞǼȱȱĴȱ ȱȱȱǻŚȬȬDzȱǯǯǰȱȃȱȱȱ the chance to participate in politics”; Fischer, Kohr, 2002; ΅ȱƽȱǯŜŞǼǯȱ ȱȱȱferently, response options ranged from 1 = I do not agree at all to 4 = I totally agree. Finally, age and gender (0 = male, 1 = femaleǼȱȱȱȱǯȱ Procedureǯȱ ȱ ȱ ¢ȱ ȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ ȱȱǻǼȱȱMplus 6 ǻ·ǰȱ·ǰȱŗşşŞȬŘŖŗŖǼǯȱȱȱ ȱȱȱȱȱȱǻ¢ǰȱŘŖŖŜǼǰȱȱȱȱȱ ȱȱȱ¡ȱȱ ȱȱȱȱ ȱǯȱȱȱȱ¡¢ǰȱȱȱ ȱȱ ȱȱǯȱȱȱȱ ȱȱ¢ȱ ȱǯȱ ȱ ȱsigned to parcels according to their factor loadings so that each parcel had a similar ȱȱȱȱȱǻǯȱĴȱȱǯǰȱŘŖŖŘǼǯȱ ȱȱ ȱęȱȱȱȱDZȱ ȱȱęȱǰȱ¢ȱȂȱȱȱȱȱȱ ȱȱ¢ȱȱȱ ȱ¡ȱȱȱ ȱǻȱŗǼǯȱ ȱȱȱǰȱȱȱ ȱȱȱȱ¢ȱǻȱŘǼǯȱȱȱȱǰȱ ȱ¡ȱ ȱ ęȱ ȱ ȱ ȱ ěȱ ȱ ȱ ȱ ¡ȱ ȱ ȱ ȱȱ¢ȱȂȱȱȱȱȱȱȱȱǯȱǰȱ ȱȱȱȱȱȱęȱȱȱ ȱȱěǯȱ ȱȱǰȱ ȱȱȱȱǰȱȱȱȱȱȱȱȱěȱǻNSamplesȱƽȱŗŖŖŖDzȱǯȱǰȱǰȱŗşşřǼǯȱȱęȱ ȱěȱ¡ǰȱȱ£ȱȱȱȱȱȱşśƖȱęȱǯ. strona 169.
(7) ȱŗǯȱǰȱȱǰȱȱ Ȭȱȱȱ¢ȱŗȱȱǻNȱƽȱŝŖŚǼ 1 strona 170. 1. Intentions to part. in politics – premeasure. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. –. 2. Intentions to participate in politics. .56***. řǯȱ ȱȱĜ¢. .43*** .53***. ŚǯȱĴȱ ȱȱ. .34*** .54*** .26***. 5. Political discussions. .50*** .48*** .69*** .23***. Ŝǯȱ ȱȂȱĴ. .19** .34***. .02. .74***. .09. –. ŝǯȱȱ. .18**. .16**. -.01. .01. .03. .01. –. 8. School track. .13*. .19**. -.01. .05. .06. .01. .01. 9. Parental education. .14**. .13*. .11*. .03. .17**. .07. -.04. .33***. .04. .07. .04. .14** .26***. .03. -.07. .16**. .16**. –. 11. Gender. .16**. .10*. -.27***. .04. -.16** .11*. .06. .10*. .10*. -.01. –. Mean. 2.37. 2.41. 2.36. 2.92. 2.60. 2.81. 0.39. 0.68. 3.09. 15.34. 0.54. SD. 0.51. 0.55. 0.69. 0.62. 0.72. 0.58. 0.49. 0.46. 1.07. 1.22. 0.50. Range * p < .05; ** p < .01; *** p < .001. 1-4. 1-4. 1-4. 1-4. 1-4. 1-4. 0-1. 0-1. 1-5. 10-19. 0-1. 10. Age. – – – –. – –.
(8) Results ȱ ǰȱ ȱ ǰȱ ȱ £Ȭȱ ȱ ȱ ȱ ȱ ȱ ȱȱȱŗǯȱȱȱȱȱǰȱȱȱ ȱ ę¢ȱ¢ȱȱȱȂȱȱȱȱȱǯȱ ȱȱęȱǰȱȂȱȱȱȱȱȱ ȱȱ ¢ȱȱȱȱȱȱȱȱȱǻǼǰȱ ȱǰȱȱȱǻǯǯǰȱȱǼǰȱȱǰȱȱȱ ȱǰȱȱ ȱȱȱȂȱĴȱ ȱȱ ȱ ǻǯǯǰȱ ¡ȱ ȱ ȱ Ǽǯȱ ǰȱ ȱ ěȱ ȱ ȱ ȱ covariates – age and gender – were taken into account. Correlations among the preȱȱ ȱ¢ȱȱǻȱŗǯŗǼǯȱȱȱ ȱȱȱęȱȱ ȱǰȱΛŶǻřřǰȱN ƽȱŝŖŚǼȱƽȱśŞǯŚŚǰȱp = .004, CFI = .976, TLI = .951, RMSEA = .033, and ȱƽȱǯŖŘŜǯȱȱȱȂȱȱȱȱȱȱȱȱ ȱȱȱǻΆȱƽȱǯřŚǰȱSE = .11, pȱƽȱǯŖŖřǼǰȱȱȱ ȱ ȱǻΆȱƽȱǯřŖǰȱSE = .10, pȱƽȱǯŖŖřǼȱȱȱȂȱĴȱ ȱȱ ȱǻΆȱƽȱǯŘśǰȱSE = .06, pȱǀȱǯŖŖŗǼȱ¡ȱȱȱȂȱȱȱ ȱȱǯȱȱȱȱȱęȱěȱǻΆȱƽȱǯŖŞǰȱSE = .05, pȱƽȱǯŖşřǼǯȱȱȱȱȱȱȱǰȱȱȱȱ ȱęȱěȱǻΆȱƽȱǯŗŚǰȱSE = .05, pȱƽȱǯŖŖřǼǰȱ ȱȱěȱȱȱȱ ȱȱęȱǻΆȱƽȱǯŖŗǰȱSE = .05, pȱƽȱǯŞŝşǼǯȱȱěȱȱȱ ȱȱȮȱ ȱȱȱȮȱ ȱȱȱęȱǻΆage = -.02, SE = .05, pȱƽȱǯŝŗŜDzȱΆgender = .07, SE = .05, pȱƽȱǯŘŗŗǼǯȱǰȱȱ¡ȱȱ¡ȱŚŜǯŖƖȱȱȱȱ ȱȂȱȱȱȱȱǯȱ ȱ ȱ ȱ ǰȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¡ȱȱȱ ȱȱȱȱęȱěȱȱȂȱȱȱ ȱȱǻǯǯǰȱȱǰȱȱǰȱȱȂȱ ĴǼǯȱ ǰȱ Ȃȱ Ĵȱ ȱ ȱ ȱ ȱ ȱ ȱȱĜ¢ȱȱ ȱȱȱȱȱǻȱŗǯŘǰȱ ȱęȱŗȱȱȱȱǼǯȱȱȱęȱȱȱ ǰȱΛŶǻŚśǰȱN ƽȱŝŖŚǼȱ = 88.22, p = .000, CFI = 0.985, TLI = 0.972, RMSEA = .039, and SRMR = .025. When ȱȱȂȱĴȱ ȱȱȱǻΆȱƽȱǯřřǰȱSE = .08, pȱǀȱǯŖŖŗǼȱȱȱȱĜ¢ȱǻΆȱƽȱǯřŗǰȱSE = .09, pȱƽȱǯŖŖŗǼǰȱȱěȱȱȱ Ȃȱ Ĵȱ ǻΆȱ ƽȱ ǯŖřǰȱ SE = .07, pȱ ƽȱ ǯŜŞřǼȱ ȱ ȱ ȱ ȱ ȱǻΆȱƽȱǯŖřǰȱSE = .10, pȱƽȱǯŞŗŖǼȱ ȱȱȱęǯȱȱȱȱěȱ ȱȱȱĴȱ ȱȱ¢ȱȱ¡ȱȱǯȱ ȱȱěȱȱȱȂȱĴȱȱȱȱȱȱȱ ȱȱ¢ȱȂȱ ȱĴȱ ȱȱȱǻΆȱƽȱǯŘŚǰȱ SE = .06, pȱǀȱǯŖŖŗDzȱşśƖ ȱǽŖǯŗŖǰȱŖǯřŗǾDzȱŞşǯŞşȱƖȱȱȱěǼǰȱȱěȱȱȱ ȱ ȱ¢ȱȱ¢ȱȂȱȱȱȱȱĜ¢ȱ ǻΆȱƽȱǯŘŘǰȱSE = .07, p = .001; 95%CI [0.08, 0.28]; ŜŝǯŝŚƖȱȱȱěǼǯȱǰȱ ȱěȱȱȱȱ ȱȱ¢ȱȱ¢ȱȂȱĴȱ ȱȱȱǻΆȱƽȱǯŖŝǰȱSE = .02, p = .001, 95%CI [0.02, 0.09]; 22.58% of ȱěǼǯȱȱěȱȱȱǰȱ ǰȱ ȱȱȱ¢ȱȱ¡ȱ individual characteristics. More precisely, while school track predicted young peostrona 171.
(9) ȂȱȱȱȱȱȱǻΆȱƽȱǯŗśǰȱSE = .04, pȱǀȱǯŖŖŗǼǰȱȱȱȬ ȱȱĴȱȱ ȱȱȱǻΆȱƽȱǯŖŗǰȱSE = .01, p = .240; 95%CI [-0.01, ŖǯŖřǾǼȱȱȱȱĜ ȱȱ¢ȱȱ ȱȱęȱȱǻΆȱƽȱȬǯŖŗǰȱSE = .01, pȱƽȱǯřŞŘDzȱşśƖ ȱǽȬŖǯŖŚǰȱŖǯŖŗǾǼǯȱǰȱȱȱ¡ȱȱȱȱ ȱȱȱȂȱȱȱȱȱǰȱȱȱŶȬȱȱǯśŚȱ indicates2.. Figure 1.ȱȱ ȱȱȱȱŗǯŘDZȱ£ȱĜ ȱȱȱȱȱȱȬ tion model predicting changes in intentions to participate in politics from resourcȱȱ¡ȱȱȱ ȱȱȱ¢ȱȱȱ (Study 1, NȱƽȱŝŖŚǼ Note.ȱȬęȱȱȱȱǯȱȱȱȱ ȱ ȱȱ * p < .05; ** p < .01; *** p < .001. Discussion Based on the assumptions of the civic voluntarism model, the present research ¡ȱȱěȱȱȱȱǰȱ¡ȱȱȱ ǰȱȱ ȱ ȱ ȱ Ȃȱ ȱ ȱ ȱ ȱ ǯȱ ȱ ȱȱȱȱ¡ȱȱȱ ȱȱȱȱ ȱ ǰȱ ȱ ěȱȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ǯȱ ȱ ȱ 2 ȱ ȱȱȱ¢ȱ ȱ¡ȱ ȱȱęȱȱ ȱȱ¢ȱȬ Ȃȱȱȱǯȱȱȱȱȱȱȱ¡ȱȱȱȱŗǯŘȱ ěȱȱȱȱȱ¢ȱȱȱ¢ȱȱȱǰȱ̇ΛŶȱǻŘŖǼȱǂȱŘşǯŗŞǰ pȱǃȱǯŖŞśǯ. strona 172.
(10) ȱȱ¡ǰȱȱȱȱȱęȱȱȱȱȱěȱȱȱȱȱȱȂȱĴȱ ȱȱȱ ȱ ę¢ȱ ȱ ¢ȱ ȱ ¡ȱ ȱ ǯȱȱ ȱ ęȱ ȱȱȱȱ ȱěȱ ¢ȱȱȱ£DZȱȱȱěȱȱ ȱȱ ȱ¢ȱȱ¢ȱȂȱȱȱĜ¢ȱǰȱȱěȱȱȱȂȱĴȱ ȱȱȱ ȱ ¢ȱȱ¢ȱȂȱ ȱĴǯȱȱěȱȱȱǰȱȱ ǰȱ ȱȱȱ¢ȱȱ¡ȱȱǯȱ ȱȱȱęǰȱȱȱȱȱȱ¢ȱ ȱȱȱǯȱȱęȱȱȱȱȱȱȂȱȱȱȱȱǰȱ ȱ ȱȱȱȱȱȱǯȱȱ ȱȱ ȱǻ ȱ¢ȱȱȱȱȱȱȱȱȱȱȱȱDzȱǯȱǰȱ
(11) ǰȱŘŖŖŖǼǰȱȱ ȱȱȱȱ¡ȱ ȱ ȱ ęȱ ȱ ȱ ęȱ ȱ ȱ ȱ ¡ȱ ȱ tional and unconventional forms of participation. Moreover, this study focused on ȱĴȱ¢ȱȱȱȱȱȱȂȱĴȱ ȱȱǯȱȱȱȱȱǰȱȱȱȱȱȱȱȱȱȱ ȱ¢ȱȱȱȱȱǻ¢ǰȱǰȱŘŖŖŜǼǯȱ ȱ ȱ ¡ȱ ȱ Ȃȱ ȱ Ȃȱ Ĵȱ ȱ ȱ ȱ ȱȱȱȱȱȱȱȱȱĚȱǻǯȱ
(12) ȱȱǯǰȱŘŖŗřǼǯȱ¢ǰȱȱȱȱȱȱȱȱȱȱ¢ǯȱǰȱ ȱȱȱȱ ȱ¡ȱȱęȱȱȱȱȱȱȱ¡amined age group or forms of political participation. In order to address some of these questions in more detail, we conducted a second study that focused on young ȱȱȱȱǯ. Study 2 Method Sample. Data from Study 2 were derived from a longitudinal survey on political orientations in young adulthood. Students from a medium-sized university ȱȱȱȱȱȱûȱȱ ¢3 were surveyed over a period ȱ ȱȱǰȱȱ¢ȱȱ¡ȬȱȱȱǻȱŗDZȱȱŘŖŖşǰȱ ȱŘDZȱȱŘŖŖşǼǯȱȱȱ¢ȱŗǰȱȱȱȱȱȱȱ ȱ¢ȱ ȱȱȱȱȱ¢ȱȱ¢ȱȂȱȱȱȱȱ ȱǻǯǯǰȱǼǯȱȱ¢ȱȱŚřřȱǯȱȱȱǻn = 293, 3 ȱȱȱȱǰȱȱȱȂȱȱȱȬȱǰȱȱȱ¢ȱȱȱ¢ȱȱȱȱȱ ȱǯȱȱ ȱȱȱȱȱȱȱȱȱ¢ȱȱȱȱȱȱ ǰȱ ȱȱȱěȱȱȱȂȱȬȱǯȱȱȱ ǰȱ ȱ ȱ ¢¢ȱ ȱ ǰȱ ǰȱ ȱ ȱ ȱ ȱ ǰȱ ȱ ȱ ȱ ǯȱ ȱ ȱ ȱ ȱ ¢ȱ Ȃȱ Abitur grades (high ȱǼǯȱȱȱ¢ǰȱ ȱȱȱȱȱȱěȱȱȱ ȱȱĚȱȱȱȱ¢ǰȱ¢ȱȱȱȱěǯ. strona 173.
(13) ŜŝǯŝƖǼȱȱȱǻnȱƽȱŗŚŖǰȱřŘǯřƖǼȱȱȱȱȱȱ¢ȱȱȂȱ mean age was 21.79 years (SDȱƽȱŘǯśŘǰȱȱDZȱŗŝȬřřȱ¢Ǽǯȱȱȱȱȱȱ students (nȱƽȱŘŚŘǰȱśŜǯŝƖǼȱ ȱȱȱȱǯȱȱȱȱȱȱȱȱ ȱȱȱ ȱǻM = 4.00, SDȱƽȱŘǯŗŖǼǯȱȱ ȱȱěȱęȱȱǰȱȱȱǰȱǰȱȱǰȱȱȱǰȱȱȱȱĚȱȱȱȱ¢ǯȱ Measures. ȱȱȱ¢ȱŗǰȱȱ¢ȱȱȱȱ¡ȱ ȱȱȱȱȱ¢ȱǻŚȬȬDzȱǯǯǰȱȃ ȱ ȱdzȱ ȱȱȱȱ¢ǰȱȱȱǰȱȱȱȱǰȱȱȄDzȱ΅ȱƽȱǯŝŝǼǯȱȱǰȱȱȱȱȱǰȱ ȱ£ȱȱȱ¢ȱŗǯȱȱȱȱ ȱ¡¢ȱ¢ȱȱȱ¢ȱȱȱȱȱȱǻǯǯǰȱȱȱȱȱȱȱǼǰȱȱȱȱȱȱ ȱ ȱȱȱȱ¢ǯȱ ȱȱ¡ȱȱȱ ȱ were the amount of political discussions with others (4-item-scale; e.g., ”I often ȱ ȱ ȱ ȱ dzȱ ¢ȱ ǰȱ ǰȱ ǰȱ ȱ ȄDzȱ ΅ȱ ƽȱ ǯŝşǼǰȱ ȱ Ȃȱ Ĵȱ ȱ ȱ ȱ ǻŚȬȬDzȱ ǯǯǰȱ ȃȱȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱ ȄDzȱ£ǰȱŘŖŖŘDzȱ΅ȱƽȱǯŝşǼǰȱȱȱȱǻŖȱƽȱnot a member, 1 = memberǼǯȱ ȱȱ¢ȱŗǰȱȱȱȱȱȱ¢ȱȱ£ȱȱǻǯǯǰȱ¢ȱǰȱȱ Ǽǯȱ¢ǰȱȱȱ ȱȱ¢ȱȱȱȱȱȱ¢ȱŗȱǻǯǯǰȱȱȱĜ¢ǰȱ ΅ȱ ƽȱ ǯŞŞDzȱ Ĵȱ ȱ ȱ ǰȱ ΅ȱ ƽȱ ǯŝřǼǯȱȱ ȱ ȱ ǻŖȱ ƽȱ male, 1 = femaleǼȱ ȱ ȱ ǯȱ ȱ ȱ ȱ ǰȱ ȱ ȱ ȱ from 1 = I do not agree at all to 6 = I totally agree.. strona 174.
(14) ȱŘǯȱȱǰȱȱǰȱȱ Ȭȱȱȱ¢ȱŘȱȱǻNȱƽȱŚřřǼȱ strona 175. 1 1. Intentions to part. in politics – premeasure. 2. 3. 4. 5. 6. 7. 8. 9. 10. –. 2. Intentions to participate in politics. .70***. –. řǯȱ ȱȱĜ¢. .63***. .73***. –. ŚǯȱȱĴȱ ȱȱ . .50***. .64***. .42***. –. 5. Political discussions. .52***. .65***. .69***. .38***. –. Ŝǯȱ ȱȂȱĴ. .41***. .52***. .44***. .74***. .52***. –. ŝǯȱȱ. .26***. .16**. .18***. .19***. .20***. .17**. –. 8. Parental education. -.03. -.02. .06. -.02. -.01. .07. .04. –. 9. Age. .09. .12*. -.05. -.06. .02. -.11*. .02. -.07. –. -.22***. -.23***. -.44***. -.12*. -.26***. -.06. -.07. -.07. -.03. –. Mean. 2.71. 3.29. 3.58. 4.17. 3.47. 3.54. 0.28. 4.01. 21.79. 0.67. SD. 1.12. 1.07. 1.16. 0.84. 1.16. 1.04. 0.45. .88. 2.54. 0.47. Range. 1-6. 1-6. 1-6. 1-6. 1-6. 1-6. 1-6. 2-5. 17-33. 0-1. 10. Gender. * p < .05; ** p < .01; *** p < .001.
(15) Results As in Study 1, latent structural equation modeling was applied. Again, we used ȱȱȱȱȱȱȱȱȱȱǯȱȱǰȱǰȱȱȱȱȱȱȱȱ£ȱȱȱŘǯ ȱȱęȱȱ¢ȱȂȱȱȱȱȱȱ ȱȱ ¢ȱȱǰȱȱǰȱȱȱ ȱǰȱȱȱȂȱĴȱ ȱȱȱ ȱȱȱȱěȱ ȱȱȱȱȱȱȱȱǻǯǯǰȱǼȱȱ ȱ ȱȱȱȱȱǯȱȱȱ ȱ ȱȱ¢ȱǻȱŘǯŗǼǯȱ ȱȱęȱȱȱ ǰȱΛŶǻŘşǰȱN ƽȱŚřřǼȱƽȱŚŝǯŜŗǰȱp = .016, CFI = .987, TLI = .973, ȱ ƽȱ ǯŖřŞǰȱ ȱ ȱ ƽȱ ǯŖŘŜǯȱ ȱ ȱ ¢ȱ Ȃȱ ȱ ȱȱȱȱȱȱǻΆȱƽȱǯŚŞǰȱSE = .06, pȱǀȱǯŖŖŗǼǰȱȱȱȂȱ ĴȱǻǯȱȱƽȱǯŗŞǰȱSE = .06, pȱƽȱǯŖŖŚǼȱȱȱȱ ȱȱ ǻΆȱƽȱǯŘşǰȱSE = .08, pȱǀȱǯŖŖŗǼȱȱȱȱ¢ȱȂȱȱȱȱȱǯȱǰȱȱȱȱǻΆȱƽȱǯŖŗǰȱSE = .04, pȱƽȱǯŝşŗǼȱȱȱ ȱǻΆȱƽȱȬǯŖŜǰȱSE = .04, pȱƽȱǯŗŘŚǼȱȱȱȱěǯȱǰȱȱěȱȱ ȱȱȮȱȱȱȱȮȱ ȱȱęȱǻΆage = .06, SE = .04, p = .121; Άgender = -.04, SE = .05, pȱƽȱǯřřşǼǯȱȱȱ¡ȱŜŘǯřƖȱȱȱȱȱ ¢ȱȂȱȱȱȱȱǯȱ ȱȱȱǰȱ ȱ¡ȱ ȱȱěȱȱ¡ȱȱȱ ȱȱȱę¢ȱ¡ȱȂȱȱȱȱȱȱ ȱȱ¢ȱȱȱȱĜ¢ȱȱ ȱĴȱ ȱȱ ȱǻȱŘǯŘǰȱȱęȱŘȱȱȱȱǼǯȱǰȱȱȱęȱ ȱȱ ǰȱΛŶǻřşǰȱN ƽȱŚřřǼȱƽȱŜŚǯśŗǰȱp = .006, CFI = 0.989, TLI = 0.982, RMSEA = .039, ȱȱƽȱǯŖřŗǯȱȱȱȱę¢ȱȱȱȱ ȂȱȱȱȱȱȱǻΆĴ = .32, SE = .07, pȱǀȱǯŖŖŗDzȱΆĜ¢ = .30, SE = .08, pȱǀȱǯŖŖŗǼǯȱȱȱȂȱĴȱ ȱȱȱȱȱȱȱ¢ȱȂȱȱȱȱǻΆȱƽȱȬǯŖřǰȱSE = .06, pȱƽȱǯŜŜŝǼǰȱȱěȱȱȱȱ ȱȱ ȱǰȱ¢ȱȱęȱǻΆȱƽȱǯŘŗǰȱSE = .09, pȱƽȱǯŖŗŝǼǯȱȱȱ¢ȱŗǰȱ ȱȱȱȱęȱȱ ȱěǯȱȱȱ ȱȱȱěȱȱȱȂȱĴȱ ȱ ȱ¢ȱȂȱ ȱĴȱ ȱȱȱǻΆȱƽȱǯŘŖǰȱSE = .05, pȱǀȱǯŖŖŗDzȱşśƖ ȱǽŖǯŗŖǰȱŖǯŘşǾDzȱŞřǯřřƖȱȱȱěǼǯȱȱěȱȱȱȱ ȱǰȱȱǰȱ ȱ¢ȱȱ¢ȱȂȱȱȱȱȱ Ĝ¢ȱǻΆȱƽȱǯŘŜǰȱSE = .07, pȱƽȱǯŖŖŗDzȱşśƖ ȱǽŖǯŗŗǰȱŖǯŚŗǾDzȱŜřǯŚŗƖȱȱȱěǼǯȱȱ ȱŶȬȱȱǯŝŘǰȱȱȱ¡ȱȱȱȱȱȱȱ ¢ȱȂȱȱȱȱȱ4.. ȱ ȱ ȱ ȱ ¢ȱ ȱ ¡ȱ ȱ ȱ ęȱ ȱ ȱ ¢ȱ ¢ȱ Ȃȱ ȱ ȱ ǯȱ ȱ ȱ ȱ ȱ ȱ ȱ ¡ȱ ȱ ȱ ȱ ŘǯŘȱ ěȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ǰȱ ̇ΛŶȱǻŗŚǼȱǂȱŗŗǯŜŗǰȱpȱǃȱǯŜřŝ. 4. strona 176.
(16) Figure 2.ȱȱ ȱȱȱȱŘǯŘDZȱ£ȱĜ ȱȱȱȱȱȱȬ tion model predicting changes in intentions to participate in politics from resourcȱȱ¡ȱȱȱ ȱȱȱ¢ȱȱȱ (Study 2, NȱƽȱŚřřǼ ǯȱȬęȱȱȱȱȱ * p < .05; ** p < .01; *** p < .001. Discussion ȱěȱȱȱȱȱȱȱȱǰȱȱ¢ȱȱ ¢ȱ Řȱ ȱ ȱ ¢ȱ ȱ Ĵȱȱ ȱ ȱ ȱ ȱ ȱ ȱ ęȱȱ ¢ǯȱ ǰȱ ȱ ¡ȱ ȱ ȱ ¡ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¡ȱ ȱ ȱ ¢ȱ Ȃȱ ȱ ȱ ȱ ȱ ǯȱ ȱ ȱ ěȱȱ ȱ ȱ Ȃȱ Ĵȱȱ ȱ ¢ȱ Ȃȱ ȱ ȱ ȱ ¢ȱȱ¢ȱȱ ȱĴȱȱ ȱȱǰȱȱěȱȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ¢ȱ ȱ ȱ ȱ Ĝ ȱȱ¢ȱ ǯȱ ȱ ȱ ȱ ¢ȱ ŗǰȱ ǰȱ ȱ ȱ ȱ ȱ ȱ Ȭ ¢ȱ¡ȱ¢ȱȂȱȱȱȱȱǯȱȱȱ¡Ȭ ȱȱȱęȱȱȱȱȱȱěȱȱȱȱȱȱȱ ȱ¡ǯȱȱǰȱȱȱ¢ȱŗǰȱ¢ȱȂȱȱȱȱ ȱȱȱ ȱǯȱ ȱȱȱȱȱȱ¢ȱ ȱ ȱ ȱ ěȱȱ ¢ȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ ǯȱ ǰȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ȱ ęȱȱ ȱ ǯȱǰȱȱǰȱȱȱ¢ȱȂȱȱ ȱȱ ǰȱȱȱ ȱȱȱȱȱȱȱ ȱȱȱȱ ȱȱȱǻ¢ȬȱȱǯǰȱŘŖŖŗDzȱǯȱǰȱŘŖŖřǼǯȱ ȱȱ to address this issue in more detail, future studies should take a more thorough strona 177.
(17) ȱȱȱȱȱȱ ȱȱȱȱȱěȱ¢ȱȱ political activities. Similar to Study 1, neither parental education, which was included as an inȱȱǰȱȱȱȱ¡ȱȱȱ¢ȱȂȱȱȱȱȱǯȱȱȱȱȱȱȱȱȱȱ ȱǻ¢ȱȱ¢ȱȱȱȱȱȱȂȱȱ ǼǰȱȱȬęȱěȱȱȱȱȱȱȱȱȱ ¢ȱȱȱȱǯȱ ȱȱȱȱ¢ȱŗǰȱ ȱ ȱȱȱ ęȱȱȱȱȱȱȱǯ. ȱ ȱȱȱ¢ȱȱ¢ȱȱȱȱȱȱȱǰȱ¡ǰȱȱȱȱȱ¢ȱȂȱȱ ȱȱǯȱȱǰȱ ǰȱȱȱ¢ȱȱȱ active citizenship, which is, after all, an essential part of a vital democracy. It was ȱȱȱȱȱȱȱȱȱȱȱȱȱȱ ȱ¢ȱ¢ȱȂȱȱȱȱȱǯȱ¢ȱ¢ȱ ȱ ¢ȱ ȱ ěȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ěȱ ȱ ȱȱȱȱȂȱĴȱ ȱ¢ȱȱ¢ȱȱ ǯȱ ȱ ¢ǰȱ ȱ ęȱ ȱ ȱ ȱ ȱ ěȱ ¢ȱ ȱ ȱ £DZȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ěȱ ¢ȱ Ȃȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ȱȱȱȱǻǯǯǰȱȱȱĜ¢Ǽǯȱȱęȱęȱ ȱ ¡ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ ¡ȱ ȱ ȱȱȱ ȱȱȱȱȱȱ¡ȱ ȱtal democratic principles – such as negotiating and compromising (Torney-Purta ȱǯǰȱŘŖŖŗDzȱ ǰȱŘŖŖŘDzȱǯǯǰȱǰȱŘŖŖŞǼǯȱȱȱȱǻŘŖŖřǼǰȱȱ ȱȱȱ¡ȱȱȱ¡ȱȱ¢ȱȃ ȱǽdzǾȱȱȱȱȱȱȱȱȱ ȱȱȱȄȱǻǯȱŘşǼǯȱ ȱȱȱȱȱȱȱȱȮȱȱ ȱȱȱȱȱ ȱȱ¢ȱȱȱ¡ȱȮȱȱȱȱ ȱȱȱȱȱ¢ȱȂȱȱ ȱȱęȱǻǯȱ ǰȱŗşşŜDzȱĴǰȱěǰȱŘŖŖŖǼǯ ȱ ȱ ȱ ȱ Ȃȱ Ĵȱ ȱ ȱ ǰȱ ȱ ǰȱ ěȱ ¢ȱ Ȃȱ ȱ Ĵǯȱ ¢ǰȱ ȱ ȱ ȱ ȱȱȱȱ¢ȱȱȱ ȱȱȱȱǯȱ ȱȱęȱȱǰȱ¢ȱȂȱȱȱȱȱ to their social environment. That is, on their way to active citizenship they seek apȱȱȱǰȱȱȱȱȱĴȱȱ¡ȱȱǰȱ ȱȱěȱ¢ȱȱȱȱȱǯȱ ȱȱ¢ȱȱ political activities or providing opportunities to get in contact with politically enȱȱȱȱȱȱȱ ¢ȱȱȱ¢ȱ strona 178.
(18) ȂȱȱȱȱȱȱȱȱȱȱǯȱȱȱȱĴȱ in our sample of adolescent high school students as well as in our sample of young ȱ¢ȱǯȱȱ¢ȱȱ ȱȱ ȱȱȱ ȱȱ¢ȱ ȱȱȱȱȱȱȱȱȱȱȱ¡ȱěent forms of political participation, lending additional value to our study. Yet, our ȱȱȱǰȱȱȂȱĴǰȱȱȱȱȱȱȱěȱȱ¢ȱŗȱȱŘǯȱȱ ȱȱȱǰȱ further research using identical instruments across studies is needed. ¢ȱȱȱ¡ǰȱȱȱȮȱ ȱ ȱȱȱȱȱȱ¡ȱȱȱ ȱȮȱȱȱȱěȱȱ¢ȱ Ȃȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǯȱ ȱ £Ȭȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱȱǻȱȱŗȱȱŘǼȱȱȱȱȬęȱ ȱȱȱ ȱȱȱȱȱȱȱǯȱȱȱ¡ȱ ȱȱęȱȱȱȱ ¢ȱȱȱȱǯȱȱȱ ȱ¢ȱ ȱ ȱ¢ȱȱ ȱȱȱǯȱǰȱȱȱȱ ȱ¢ȱěȱȱȱǰȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱǰȱȱȱȱǰȱȱ ȱ¢ȱȱ¡ȱǻǯȱ¢ȱ¡DzȱǰȱŗşşŝǼǯȱ ȱȱěȱȱ¢ȱȂȱ¡ȱȱȱ ǰȱȱ¡ȱȱȱȱȱȱȱȱȱěȱǻǯȱȱǰȱ ¢ȱŗǼȱȱ ȱȱȱȱ¢ȱȂȱȱȱȱȱȱ ǻǯȱ ȱ ǰȱ ¢ȱ ŗȱ ȱ ŘǼǯȱ ȱ ȱ Ĵȱ ęǰȱ ȱ ȱ ȱ ¢£ȱȱȱěȱȱȱȱȱ¡ȱȱȱ ȱȱȱȱȱȱǯȱȱǰȱȱ¢ȱȱȱ ȱȱȱȱȱȱ ǰȱ ǰȱȱǰȱěȱȱȱȱ¢ȱ¢ȱȂȱȱȱȱȱǯȱ Empirically, however, we found no evidence for this assumption given the predom¢ȱȬęȱ£Ȭȱȱ ȱȱȱȱ ¡ȱȱȱ ȱǻȱȱŗȱȱŘǼǯȱǰȱ ȱȱȱ ęȱȱȱȱȱȱȱ ȱ¢ȱȱȱȱȱȱ ȱȱǯȱ ȱȱȱȱǰȱ ǰȱȱĴȱȱ also comprise material aspects, such as income or occupational status. The avail¢ȱȱȱȱ ȱȱȱȱȱȱ¢ȱ ȱȱǻǰȱ£ǰȱ¢ǰȱŗşşśǼǯȱǰȱȱȱ¡ȱȱ ȱ ȱȱȱȱȱȱȱȱȱȱȱȱ¢ǯ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǯȱ ȱ ȱ ȱ carried out among high school as well as university students from the federal state ȱûȱȱȱȱ ¢ǯȱȱȱȱȱȱȱȱȮȱ¢ȱȱȱȱȱȱ ȱ¢ȱǻȱȱ ȱȱȱȱȱ ȱęǰȱȱǰȱŘŖŖśǼǯȱ ȱȱȱ ȱȱȱȱȱȱ£¢ȱȱȱęǰȱȱ ȱ ȱ ȱ ȱ ȱ ěȱ ȱ ȱ ȱ ¡ǯȱǰȱȱȱȱ¢Ȃȱǰȱ ȱȱȱȱȱȱ¡ȱ strona 179.
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