Abstract
The current study aims at developing and validating an instrument to measure citizenship competences among multi-ethnic students. It was developed based on the Iceberg Competency Model (McBer, 1996) and citizenship competence from the works of (Ten Dam and Volman, 2007; Ten Dam et al., 2010; 2011). The Citizenship Competences Framework was developed prior to indicators/items development. The Framework contained four constructs namely acting democratically, social responsibility, conflict management and dealing with differences. Indicators within these four constructs were developed and verified by experts. They were then used in the instruments. A survey was carried out involving 60 multi-ethnic students in Malaysia. Data gathered was analysed using Exploratory Factor Analysis and Reliability Analysis. Results showed that only 14 indicators/items from four constructs are valid and reliable to be used. Results suggest there are three new groups (indicators/14 items) emerged for measuring citizenship competences. We synthesised these 14 items into three new constructs namely (1) respecting others’ voices, (2) ethnic tolerance and (3) problem solving oriented. These new constructs and items presented in this study are supposed to be considered in researching multi-ethnic student citizenship competence.
Highlights
Nations with good citizen values are fundamental for a country successful
We conclude that three new constructs emerged from the data are (1) Respecting Others’ Voices, (3) Ethnic Tolerances and (3) Problem-Solving Oriented Friendship
Overall results indicated that four sub-constructs of citizenship competences introduced by Ten Dam et al (2010) i.e., (1) acting in a democratic manner, (2) social responsibility, (3) conflict management and (3) managing differences require further detailed investigation
Summary
Nations with good citizen values are fundamental for a country successful. A country stability and development are dependent on the quality of people living in a country and how the leaders manage a country. In order to develop good citizens, educational system and practice are supposed to be at a high level as well This is because educational experience is a contributing factor for a country development. Brimall and White (2000) stated that the curriculum objectives of civic education in Britain is to provide the knowledge, skills and understanding to play effective roles at the local, national and international levels. This informs that the national promotes each individual become an informed citizen capable of thinking effectively as well as responsibly in carrying out their duties and observing rights
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