Abstract Trust in Political Institutions (TIPI) is important for political stability as well as political change. We integrate two theories into the conceptualisation of political socialisations of students with and without immigration backgrounds: The theory of social capital conceptualises trust as a generalisation of positive social relationships, whereas the theory of the critical citizen implies that institutions need knowledgeable and scrutinising citizens for democratic improvements. This paper investigates the role of the school setting for political socialisation concerning TIPI using weighted German data from the International Civic and Citizenship Education Study 2016 (N = 1451 students in 59 classes; 52% were girls; mean age was 14.29; 40% of participants had immigration backgrounds). Students with immigration backgrounds reported relatively worse social relationships and bestowed less TIPI compared to their peers without immigration backgrounds. As predicted by the theory of social capital, all groups of students bestowed more TIPI if they experienced positive relationships at school to a higher degree. A weaker predictive power of civic knowledge on TIPI for students with immigration background supports notions of the critical citizen. Results indicate that social relationships are relevant for the formation of TIPI of all students, while the role of civic knowledge varies between social groups.

中文翻译：

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学校教育对政治机构信任的影响——学生移民背景的差异

摘要 对政治制度的信任（TIPI）对于政治稳定和政治变革都很重要。我们将两种理论整合到有和没有移民背景的学生的政治社会化的概念化中：社会资本理论将信任概念化为积极社会关系的概括，而批判公民的理论意味着机构需要知识渊博且审查民主的公民改进。本文使用来自 2016 年国际公民和公民教育研究的德国加权数据（N = 59 个班级的 1451 名学生；52% 是女孩；平均年龄为 14.29；40% 的参与者）调查了学校环境对 TIPI 政治社会化的作用有移民背景）。与没有移民背景的同龄人相比，有移民背景的学生报告的社会关系相对较差，并给予较少的 TIPI。正如社会资本理论所预测的那样，如果他们在学校经历了更高程度的积极关系，所有学生群体都会赋予更多的 TIPI。对于具有移民背景的学生，公民知识对 TIPI 的较弱预测能力支持了批判公民的概念。结果表明，社会关系与所有学生的 TIPI 形成相关，而公民知识的作用因社会群体而异。如果所有学生群体在学校经历了更高程度的积极关系，他们就会获得更多的 TIPI。对于具有移民背景的学生，公民知识对 TIPI 的较弱预测能力支持了批判公民的概念。结果表明，社会关系与所有学生的 TIPI 形成相关，而公民知识的作用因社会群体而异。如果所有学生群体在学校经历了更高程度的积极关系，他们就会获得更多的 TIPI。对于具有移民背景的学生，公民知识对 TIPI 的较弱预测能力支持了批判公民的概念。结果表明，社会关系与所有学生的 TIPI 形成相关，而公民知识的作用因社会群体而异。