APA 6th Edition Vujčić, V. (1992). Efekti direktnog političkog obrazovanja u školama. Politička misao, 29 (2), 115-126. Preuzeto s https://hrcak.srce.hr/112996
MLA 8th Edition Vujčić, Vladimir. "Efekti direktnog političkog obrazovanja u školama." Politička misao, vol. 29, br. 2, 1992, str. 115-126. https://hrcak.srce.hr/112996. Citirano 24.01.2021.
Chicago 17th Edition Vujčić, Vladimir. "Efekti direktnog političkog obrazovanja u školama." Politička misao 29, br. 2 (1992): 115-126. https://hrcak.srce.hr/112996
Harvard Vujčić, V. (1992). 'Efekti direktnog političkog obrazovanja u školama', Politička misao, 29(2), str. 115-126. Preuzeto s: https://hrcak.srce.hr/112996 (Datum pristupa: 24.01.2021.)
Vancouver Vujčić V. Efekti direktnog političkog obrazovanja u školama. Politička misao [Internet]. 1992 [pristupljeno 24.01.2021.];29(2):115-126. Dostupno na: https://hrcak.srce.hr/112996
IEEE V. Vujčić, "Efekti direktnog političkog obrazovanja u školama", Politička misao, vol.29, br. 2, str. 115-126, 1992. [Online]. Dostupno na: https://hrcak.srce.hr/112996. [Citirano: 24.01.2021.]
Sažetak This paper contains an analysis of the results of world-wide research on the possibilities and effects of direct political education in schools upon the development of various dimensions of the pupils' political culture. The research considered includes that by Hess and Torney (1967), Langton and Jennings (1969) and others. It often appears that no strong connection between direct political education and various dimensions of political culture has been established yet it seems that this is also a consequence of a lack of methodological coordination between the potentials of direct political education and the specific qualities of individual dimensions of political culture. Namely, effects were also looked for which probably could not be expected from this type of education; it is wrong to make inferences from this which apply to the need for and the role of direct political education in schools in general. More numerous, complex, and sophisticated research studies are therefore needed in order to single out the more immediate connections between political education in schools and its dimensions (the structure of teaching programs, teaching methods, etc.) and certain dimensions of political culture. Even small effects of this education can be significant. Sometimes it is not taken into consideration because research in the world has often shown that some fundamental political orientations (e.g. identification with political parties, political confidence) are formed fairly early and outside the school context.