ABSTRACT

The current study focused on the education-nationalism relationship and aimed to understand whether the positive influence of education in the reduction of nationalist attitudes simply relies on the educational level reached, or is related to the kind of school attended to reach the level. Moreover, we were interested in understanding if book reading has a role in reducing nationalism. Seven hundred twenty Italian students (female = 59%; mean age = 18, SD =.5) attending their senior year of secondary school (lyceum = 49%, technical = 51%) completed a questionnaire that included blind and constructive nationalism scales, ethnic national identification and book reading behaviour. We performed a structural equation model. Results showed that 1) lyceum students are less nationalistic than technical students are; 2) ethnic national identity drives both nationalism and patriotism; 3) lyceum attendance and book reading prevent ethnic national identity. Overall, the study highlighted that the strongest effect of education on nationalism pertains only to students with higher educational expectations, suggesting that the role of educational systems as diffusor of liberal values needs to be rethought.

摘要

当前的研究侧重于教育与民族主义的关系，旨在了解教育在减少民族主义态度方面的积极影响是仅取决于所达到的教育水平，还是与达到该水平的就读学校类型有关。此外，我们有兴趣了解读书是否可以减轻民族主义。720名上高中的意大利学生（女= 59％；平均年龄= 18，SD = .5）（高中= 49％，技术= 51％）完成了包括盲目和建设性民族主义量表的问卷调查，民族民族认同和读书行为。我们执行了结构方程模型。结果表明：1）中学的学生比民族学生的民族主义程度低；2）种族民族身份既驱动民族主义，又驱动爱国主义；3）参加公墓和读书会妨碍民族认同。总体而言，该研究强调指出，教育对民族主义的最强影响仅与具有较高教育期望的学生有关，这表明需要重新考虑教育制度作为自由主义价值观传播者的作用。