AbstractCivic engagement plays a positive role in adolescent wellbeing, as well as being the basis for maintaining a democratic society. This research analyzed how perceived support from developmental contexts contributes to adolescent civic engagement –assessed through their expectations of future sociopolitical participation–, mediated by sense of unity, and differences according to sex, age, and socioeconomic status. The sample included 3,715 participants (13–18 years old) from the 2019 OPINA Barometer who were selected using multistage random sampling stratified by conglomerates. The measures assessed sex, age, family, friends, classmates, and teacher support, the expectations of future sociopolitical participation, and sense of unity. Socioeconomic status was assessed by the Family Affluence Scale (FAS). Data analysis was conducted using descriptive statistics, mean comparisons, and structural equation models using bootstrapping and measurement invariance. Results showed developmental contexts to significantly affect expected sociopolitical participation only through the mediator role of the sense of unity. In addition, peer support (both friends and classmates) showed a stronger direct influence on sense of unity –and indirect influence on the expectations of future sociopolitical participation– than family and teachers. The model was invariant across sex, age, and FAS. This research highlights that a sense of unity, derived from feeling part of a larger dependable structure, is crucial for establishing behaviors in the interest of the common good, and that this social connectedness is learned in the most immediate developmental contexts, specifically, that of peers.
Learning to engage: how positive attitudes about the news, media literacy, and video production contribute to adolescent civic engagement
