An integrative-dynamic model of civic identity formation in schoolchildren: structure and verification results

Archive of Scientific Articles

ISSUE:

Pedagogy. Theory & Practice. 2026. Volume 11. Issue 9

COLLECTION:

General Pedagogy

All issues

Abstract. The study aims to theoretically substantiate and develop an integrative-dynamic model for the formation of civic identity in school students (grades 1-11), enabling the alignment of the guidelines established by the Federal State Educational Standards (FSES) with non-linear trajectories of personality development. The article presents the theoretical foundation of the authorial model based on three core principles: integrativity (viewing civic identity as a unity of cognitive, value-emotional, behavioral, and reflective components), dynamism (the development of identity is non-linear and encompasses crises, regressions, and acceleration), and cross-stage progression (the model covers the entire period of schooling, with the unit of assessment being a stage defined by a qualitative state of the personality rather than age). The seven-stage structure of the model and typical transition trajectories between stages are revealed. The scientific novelty of the study lies in the implementation of the idea of “gradual ascent” into a seven-stage model that captures qualitative transitions and crisis states, reflecting the non-linear nature of civic identity formation through activity-based and reflective indicators in accordance with the requirements of the FSES for primary, basic, and secondary general education. A special role in the model is played by the mechanism of reflection as a means of overcoming cognitive-behavioral dissonance, as well as by the group of students with stable dynamics (“the core”) as a factor in peer support. As a result of the study, the integrative-dynamic model is proposed; its verification was conducted on a sample of schoolchildren (N = 247) within the framework of the “Baltic Frontier” project (2020-2022). The model provides for the diagnostics of the identity formation stage at each educational phase by correlating it with types of socially significant activities and reflective indicators. The verification confirmed the model’s effectiveness: the share of students with underdeveloped civic identity decreased from 57% to 10%, while the share of students with well-developed (stable) identity increased from 43% to 90%.