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The Intersection of Emotional and Sociocognitive Competencies with Civic Engagement in Middle Childhood and Adolescence

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Abstract

Civic developmental theory anticipates connections between normative developmental competencies and civic engagement, but little previous research has directly studied such links. The current study sought to contribute to civic development theory by examining associations between emotional and sociocognitive competencies (empathy, emotion regulation, prosocial moral reasoning, future-orientation) and civic engagement (volunteering, informal helping, political behaviors and beliefs, environmental behaviors, social responsibility values, civic skills). Data came from a geographically and racially diverse sample of 2467 youth (Mage = 13.4, Range: 8–20 years, 56% female). The results indicated that empathy and future-orientation significantly predicted nearly all forms of civic engagement, whereas emotion regulation and prosocial moral reasoning were uniquely associated with specific forms of civic engagement. Exploratory multi-group models indicated that empathy and emotion regulation were more strongly associated with civic engagement among younger youth and prosocial moral reasoning and future-orientation were more strongly related to civic engagement among older youth. The findings help to advance developmental theory of youth civic engagement.

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Authors' Contributions

A.M. conceived of the study, participated in its design and drafted the manuscript; L.A. helped to draft the manuscript, participated in acquisition of the data, performed statistical analyses and interpretation of the data; B.O. participated in acquisition of the data, performed statistical analyses and interpretation of the data, and helped draft the results; E.B. performed statistical analyses and participated in the conception of the study; A.S. and L.W.L. participated in the design and coordination of the study and were involved in revising the manuscript for critically important intellectual content. All authors read and approved the final manuscript.

Funding

This work was funded by a grant from the John Templeton Foundation and the National Science Foundation. The opinions expressed in this presentation are those of the authors and do not necessarily reflect the values of these organizations.

Data Sharing Declaration

The datasets generated and/or analyzed during the current study are not publicly available but are available from the corresponding author on reasonable request.

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Authors and Affiliations

  1. West Virginia University, 53 Campus Drive; 1218 Life Sciences Building, Morgantown, WV, 26506-6040, USA

    Aaron Metzger, Lauren M. Alvis & Elizabeth Babskie

  2. Baylor College of Medicine/Texas Children’s Hospital, Houston, TX, USA

    Benjamin Oosterhoff

  3. Search Institute, Minneapolis, MN, USA

    Amy Syvertsen

  4. University of California at Los Angeles, Los Angeles, CA, USA

    Laura Wray-Lake

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  1. Aaron Metzger
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Correspondence to Aaron Metzger.

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Metzger, A., Alvis, L.M., Oosterhoff, B. et al. The Intersection of Emotional and Sociocognitive Competencies with Civic Engagement in Middle Childhood and Adolescence. J Youth Adolescence 47, 1663–1683 (2018). https://doi.org/10.1007/s10964-018-0842-5

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