Beschreibung:
<jats:p>This study investigates the effectiveness of political science classes in Germany. It analyzes whether or not 1,071 students in the 9<jats:sup>th</jats:sup> and 10<jats:sup>th</jats:sup> grade showed increases in knowledge after participating in the lesson series. This analysis focuses on the competence dimension “subject-specific content knowledge” as well as on the motivational predispositions “academic self-concept” and “interest in politics.” It also examines the instructional characteristics “inclusion of students” and “cognitive activation” from the students’ perspective. One’s academic self-concept and interest in politics, as well as cognitively activating instruction, have a moderately positive effect upon educational success. Social inclusion correlates with all constructs except subject-specific content knowledge.</jats:p>