PATRIOTISM AS PREDICTOR ON THE CIVIC ATTITUDE

OF COLLEGE STUDENTS

A Thesis Presented to the

Faculty of the College of Criminal Justice Education
St. John Paul II College of Davao
Davao City

In Partial Fulfillment
of the Requirement for the Degree
Bachelor of Science in Criminology

RIZZA MARIE B. ODILAO

May 2023
ii

APPROVAL SHEET

This thesis study entitled “PATRIOTISM AS PREDICTOR ON THE CIVIC

ATTITUDE OF COLLEGE STUDENTS”, prepared and submitted by RIZZA
MARIE B. ODILAO in partial fulfillment of the requirements for the degree,
Bachelor of Science in Education, has been examined and is hereby
recommended for the corresponding approval and acceptance.

DIANA FAITH N. ZAFRA, RCrim

Adviser

APPROVED, by the College of Criminal Justice Education Panel of

Examiners with a grade of PASSED.

ROBERTO T. DIAMANTE EdD, FRIEdr, PhD.

Chairman

LEELEN C. VILLANUEVA, RCrim LIEZL MAE ARTOGUE, RCrim, MSCJ

Member Member

ACCEPTED, in partial fulfillment of the requirements for the degree of

Bachelor of Science in Criminology.

LIEZEL MAE S. ARTOGUE, RCrim,MSCJ

Program Head, CCJE

ROBERTO T. DIAMANTE, EdD, FRIEdr, PhD

AVP-Academics and Research
 iii

ABSTRACT

The primary purpose of this study was to determine the influence of patriotism as

predictor on the civic attitude of college students. There is an assertion that

effective patriotism as predictor is an important aspect of achieving civic attitude.

Non-experimental quantitative research design using descriptive-correlational

method, simple random sampling was used to determine the number of samples,

a survey questionnaire was used in data collection, mean and standard

deviation, Pearson (r), and regression analysis were the statistical tools used to

answer the research objectives. The findings revealed that patriotism as

predictor on the civic attitude are strong, and there is a significant relationship

between these variables under investigation.

Keywords: Patriotism as Predictor, Civic Attitude, College Students

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ACKNOWLEDGMENT

This research study would not have been possible without the guidance

and help of several individuals who, in one way or another, contributed and

extended their valuable assistance in the preparation and completion of this

study.

First and foremost, she would like to express her deepest gratitude to her

research adviser, Diana Faith N. Zafra, RCrim, who supported her thesis with

unending patience and understanding. She, who partake knowledge and brilliant

ideas, became inspired and enthusiastic about accomplishing her work.

She would also like to thank her panelists, Roberto T. Diamante, EdD,

FRIEdr, Ph.D. And expert members: Instructor Leelen C. Villanueva, RCrim and

Instructor Liezl Mae S. Artogue, RCrim, MSCJ, for letting her defense be an

enjoyable moment and for thoughtful comments and suggestions.

She would also like to give special thanks to her mom Nilma B. Odilao,

who inspired and gave strength when she thought of giving up and continually

provided her moral, spiritual, emotional, and financial support.

Finally, she would like to thank God for letting her through all the

difficulties. She has experienced guidance day by day. You are the one who let

them finish her degree. She will keep on trusting you for her future.

-Rizza
 v

DEDICATION

To express my thanks to all those who contributed in many ways to the

success of this study and made it an unforgettable experience for me.

This study is wholeheartedly dedicated to my beloved parents for their

continuous support and understanding when undertaking my research and

writing my research paper. Your prayer for me was what sustained me this far.

To my brothers, sisters, relatives, mentor, friends, and classmates, who

shared their words of advice and encouragement to finish my study.

To all my diligent professor, instructors and also our dean, I also dedicate

this to all to you, for you have shared your knowledge and effective teachings to

me. Thank you very much.

And lastly, I dedicated this research to the Almighty God, thank you for

the guidance, strength, power of mind, protection and skills and forgiving us a

healthy life. All of these, I offer you.

-Rizza
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TABLE OF CONTENTS

TITLE PAGE i

APPROVAL SHEET ii

ABSTRACT iii

ACKNOWLEDGEMENT iv

DEDICATION v

TABLE OF CONTENTS vi

LIST OF TABLES ix

LIST OF FIGURES x

Chapter Page

1 INTRODUCTION

Rationale 1

Research Objective 3

Hypothesis 3

Review of Related Literature 4

Patriotism as Predictor 4

Civic Attitude 15

Theoretical Framework 25

Conceptual Framework 27

Definition of Terms 29

2 METHODS
 vii

Research Design 30

Research Respondents 31

Research Locale 32

Research Instrument 34

Data Collection 35

Statistical Tools 36

3 RESULTS

Level of Patriotism as Predictor 37

of College Students
Level of Civic Attitude of college 39
College Students
Correlation between Variable 41
Influence of Patriotism as Predictor
and Civic Attitude 42

4 DISCUSSIONS

Level of Patriotism as Predictor 43

Level of Civic Attitude 44

Correlational between Variables 44

Influence of Patriotism as Predictor 45

Civic Attitude

Conclusion 45

Recommendation 46
 viii

References 48

Appendices

A. Survey Questionnaire 52

B. Validation Sheet 55

C. Letter of Permission to Conduct Study 57

D. Editor’s Certificate 59

CURRICULUM VITAE 60
 ix

LIST OF TABLES

Table Page

1 Level of Patriotism as Predictor 37

of College Students

2 Level of Civic Attitude of College Students 38

3 Correlational between Variable 39

4 Influence of Patriotism as Predictor 40

on Civic Attitude
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LIST OF FIGURES

Figure

1 Conceptual Framework of the study 27

2 Map of the Philippines and Davao City 32

 CHAPTER 1

INTRODUCTION

Rationale

Civic Attitude is the formation of attitudes about political issues such as

poverty, defense, or even the meaning of citizenship is at the core of

development of citizenship and its related knowledge and behaviors. These

attitudes drive political behaviors such as voting as well as interest in one's

community (Allen, Bogard & Yanisch 2016).  Civic engagement has the most

potential to involve young people in a socially-just diverse democracy. At a time

when civic engagement will benefit from conceptual clarification, this paper

addresses this question and some of the issues it raises. It analyzes four forms

of youth civic engagement for a socially-just diverse democracy. It examines

each one according to analytic categories, compares their similarities and

differences, and raises questions for future work. It draws upon research in

psychology, sociology, and other academic disciplines; and on intergroup

relations, multicultural education, social work, and other professional fields

(Checkoway, B., & Aldana, A. 2013).

This study will assess the civic attitudes and the teaching of civic values in

Social Studies is also important because it enables students to recognize the rights

and responsibilities that citizens have in the identification of societal needs and

formulation of public policies that promote the common good of citizens (Kochhar,

2000). Additionally, the teaching of civic values in Social Studies helps students to

embrace and promote justice and equality, which are core in a democratic republic.
 2

They reflect people's appreciation of their position as citizens and can

be exhibited through behaviors like voting as well as attributes like tolerance and

faith in institutions. While Kirlin (2018) believes that the present evidence does

not substantially support the link between civic attitudes and adult civic behavior,

she recognizes the importance of attitudes in active political involvement and

suggests that elements that increase the link be identified. This has been thoroughly

investigated in psychology and the different elements that make attitudes predictive of

behavior (Glasman & Albarracin, 2017). The learner is determined to show social

and civic attitudes in the future, has a general positive attitude towards

democracy and equality.

In this case, a patriotic attitude is a kind of sentimental attachment to

the country and uncritical in-group loyalty is accompanied by negative beliefs

about groups of other out-groups (Finell & Zogmaister, 2015). The extremely

influential theory of reasoned action by those attitudes and social norm largely

predicts behavioral intention. This theory has inspired numerous research that

have confirmed the link between attitudes and behavior. Despite the strong base

of research supporting the attitude behavior link, a substantial body of research

calls into question this relationship and represents a departure from the notion

that attitudes and behaviors are directly related. For instance, study on religious

attitudes and behaviors found no predictive value of attitudes towards behavior.

Given their findings, contend that research on attitudes and behaviors should

focus on identifying mediating and moderating variables (Glasman, LR. &

Albarracin D, 2006).
 3

Patriotism can occasionally reinforce bad behaviors and attitudes, such

as intolerance, hate for others, and exclusion, in public consciousness and public

conversation. However, categorizing them expressly as nationalism, chauvinism,

or ethnocentrism is problematic. On theoretical and empirical grounds, the notion

to distinguish between so-called blind patriotism and constructive patriotism

could be a good answer to this conundrum (Fazion & Zanna, 1981).

Research Objective

The purpose of this study is to determine the influence of patriotism as

predictor on the civic attitude of college students. More explicitly, the study seeks

to answer the following objectives:

1. to describe the level of patriotism as predictor of college students

2. to ascertain the status of civic attitude of college students

3. to determine the significant relationship between patriotism as predictor

and civic attitude of college students

4. to test the influence of patriotism as predictor on the civic attitude of

college students

Hypothesis

The null hypotheses will be measured at .05 level of significance:

1. No significant relationship between patriotism as predictor on the civic

attitude.

2. No significance exists on the influence of patriotism as predictor on the

civic attitude.
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Review of Related Literature

Introduced in this section are the related literature and studies from

renowned scholars enveloping the principles, concepts and findings on patriotism

as predictor on the civic attitude.

Patriotism as Predictor

Patriotism is “an important indicator of people’s political attitudes and

preferences” (Parker, 2009). Another explanation of patriotism says that it is the

affection for the country, its way of life, its basic values, as well as with its

national institutions and policies. Patriotism has been shown that it is a very

effective means politics (Huddy & Khatib, 2007).

Although patriotism is explicitly defined as “the relationship of an

individual to his/her country”, complexity of patriotism still needs to be clarified.

The level of one’s affiliation to his/her country may change depending on

individual factors. That’s why; patriotism is expressed in two ways: Symbolic and

Blind Patriotism (Parker, 2009). They tested the reliability and construct validity

of these two concepts of patriotism and concluded that these are indeed different

concepts (Satherley et al., 2019)

Symbolic patriotism is described as “relatively abstract, affective

affiliation to the nation, its values and institutions through symbols such as

national flag, anthem etc.” Blind patriotism, on the other hand, is more concrete,

representing unwavering support for national policies and practices (Parker,

2009). Blind patriotism is related to a more ideological perception of the

relationship between the person and the nation in which unconditional support for
 5

the nation, its institutions, and its national policy preferences represents the norm

(Satherley et al., 2019).

Symbolic attitudes are functioning as a means of expressing values.

They meet the need for a person to define himself/herself through the expression

of values and identification with groups they perceive as important (Herek et al.,

1987). Blind patriotism is more likely a part of the instrumental side. It helps

people as a tool of defense in what some people may perceive as a dangerous

world where people have a desire for security. That is, when people feel

threatened by the prospect of layoffs or other economic instability; when people

feel that they are threatened by social and political unrest; or, when people feel

threatened by the uncertainties that accompany war or international conflict, they

seek security and domestic stability (Duckitt & Mphuthing, 1998).

Symbolic patriotism, however, is related with the domain managed by

symbolic attitudes in which people express values through connection to political

culture. Values are described as long-term beliefs that shape attitudes and

behaviors (Parker, 2009). For example, American political culture is comprised of

such values as individualism, freedom, equality, and limited government (Turner

& Hetrick, 1984).

(Schatz et al., 1994) differentiate between blind and constructive

patriotism. They describe blind patriotism as a definite and adamant attachment

to country, characterized by unquestioning positive evaluation. On the other

hand, (Schatz et al., 1994) define constructive patriotism as an attachment to

country characterized by critical loyalty. These two concepts are indeed patriotic
 6

in the sense of positive national identification. However, blind patriots consider

criticism of the state as disloyal, but constructive patriots may even criticize the

state itself, if they feel that the state violates their ideology or if they believe the

state is mistaken.

In addition, to the problem of patriotic education of young people in

modern Russia is comprehensively described today among scientists. The

reference to this topic by scientists in various fields of knowledge is explained by

the focus of state policy on patriotic education of citizens, as well as policy

towards young people, where civil education and patriotic education are put

forward as one of the priorities. This document also proposes ways to achieve

this goal, to stimulate interest in the historical past, active work in various youth

movements, and promotion of values of patriotism. In practice, this basically boils

down to the use of ideological propaganda of both past and present successes of

Russia in the global geopolitical stage, appealing to the basic needs of an

individual in security and a sense of pride for their country (Pomuran, 2019).

Furthermore, an appeal to the term "patriotism" has become popular.

The concept of "patriotism" is interpreted quite variously, which is explained by

the complexity of this phenomenon and the variety of forms of its manifestation.

“Patriotism is the love for the Fatherland, arising from the solidarity of the

interests of the citizens of the state or members of the nation”. In the literature,

“patriotism” is associated with the love for the Fatherland “belonging” to the

obedience to governments and love for the nation (Kirichenko, 2019).

 7

Most often patriotism is associated with a willingness to defend the

Fatherland, self-realization for the benefit of the Fatherland. In socio-political

terms, the content of the term "patriotism "is considered in the structure of civil

identity, first of all, the normal identity of an individual, which is revealed through

"a positive image of people, a favorable attitude to culture, history does not pass

into favoritism, and quite tolerant attitudes towards other peoples, understanding

their contribution to history and willingness to communicate with them". In this

interpretation, "patriotism" is associated, on the one hand, with a positive

assessment of its people, which obviously does not exclude its critical understanding,

on the other hand, does not allow the disparagement of representatives of other

nationalities, when the differences between representatives of their own and

other nationalities are not evaluated as an insurmountable barrier to interaction

(Kirichenko, 2019).

Based on the position of Altikulac (2016) who believe that one of the

most important components of patriotism is the willingness to sacrifice personal

interests to the public, it can be concluded that the values associated with

patriotism are unlikely to be significant for modern youth. This position is

supported by the study results on the relationship of personal values and values

of patriotism, which reveals the tendency of patriotic youth to focus on social

values, and unpatriotic youth on individualistic and material well-being values.

Pomuran (2019) analyzing the patriotism from the point of view of

economic personal and public aspects, concludes that patriotism as a

manifestation of individual consciousness reflects the balance of interests of an

 8

individual and state. It is impossible to disagree with the author's opinion that the

opportunity to realize economic interests, first of all, the presence of property, will

always encourage a person to defend homeland, nation and their interests. Thus,

according to the authors, "common" patriotism is a manifestation of critical

understanding of the interests, values of the nation, the state and its authorities,

their relationship with their own interests.

Therefore, both of them refer to the national attachment in their cores,

one possesses notably more pejorative connotation than the other. Whilst

patriotism refers to the "love for and pride in one's people and country" and is

more politically neutral, the latter one arouses the conviction of national

superiority and uncritical acceptance of the national state (Milotova, 2021).

However, we need to realize that even patriotism itself has two different

faces, which, as one would not assume, can sometimes complement each other.

The constructive patriotism and blind patriotism. The latter one, also known as

uncritical patriotism, is defined as "an unwillingness both to criticize and accept

criticism" of the nation and refers to the view of "my country first, no matter

whether it is right or wrong" (Schatz et al.,1994). This feeling is directed outward

and often harms those who are not part of the same group. Ahlerup and

Hansson (2011) confirm that more intense nationalist sentiment may eventually

bring less understanding and acceptance of other nations. The national feeling is

a bond that brings individuals together but at the same time causes prejudice and

discrimination (Gustavsson, 2019), sometimes even leading to violent conflicts.

One of the main goals of education is to build civic competencies,

 9

which includes improving various knowledge, skills, attitudes, and virtues through

enlightening citizens about government activities and encouraging citizens to

actively participate in social and political issues. It might be difficult to distinguish

between educational goals and patriotic discourse supplied by schools at times.

As a result, many countries find it difficult to debate the need of patriotism

education (Kilinc & Tarman, 2022).

According to these experts, patriotism allows the government to be

trusted by all citizens. Schools should foster patriotism if they are correct.

Extreme patriotism education, according to Kodelja (2011), is morally undesirable

because it necessitates enmity toward other societies. Moral patriotism education

is neither morally needed nor unacceptable; it is just permissible. Although it is a

moral patriotism, education for ethical patriotism is not necessary.

Teaching this kind of patriotism leads to issues like intolerance,

violence, and hate crimes. Instead, schools should foster critical or constructive

patriotism, which attempts to promote critical loyalty and extends the

responsibility of citizens beyond national borders. As a result, schools can

encourage moral patriotism, such as moderate or constructive patriotism

(Kodelja, 2011).

Patriotism refers to how people feel about their own people (the in-

group). Patriotism is defined as sentiments of attachment to and positive

affiliation with one's homeland. The distinction between blind and constructive

patriotism was stated by Schatz et al., (1994). Both types of patriotism have a

positive attitude toward their country, but blind patriotism is defined as "a rigid
 10

and inflexible attachment to country characterized by unquestioning positive

evaluation, staunch allegiance, and intolerance of criticism," whereas

constructive patriotism is defined as "a rigid and inflexible attachment to country

characterized by unquestioning positive evaluation, staunch allegiance, and

intolerance of criticism".

The term "patriotism" is used to describe a long-standing phenomenon

that is considered one of the most important aspects of American culture. In

today's world, important types of group connection exist. Despite the fact that

numerous definitions of the idea have been proposed, there is a point of

agreement: positive identification with one's country and favorable feelings about

one's country toward their homeland (Bar-Tal et al.,2019).

The term appears to be frequently used in combination with the concept

of nation. However, because the concept of nation is a very recent construct,

equating patriotism with nations would be erroneous. Every ethnic group

inhabiting a certain location has a sense of patriotism. In this meaning, patriotism

displays one's feelings of affection to one's group and motherland. It

encompasses such feelings and beliefs as affection, devotion, pride, attachment,

loyalty, and caring, and it displays good assessments and feelings for one's

group and country (Bar-Tal et al., 2019).

Individuals want their group to at the very least serve and protect them.

They are hoping that the members of the group will assist and support them in

their time of need. Furthermore, patriotism is important in terms of people's sense

of well-being; according to Owaiz (2022), it helps people meet their wants for
 11

security, love, and respect. Expectations are almost certainly shared. Members

are also required for the group to exist and continue to exist. Members are critical

in terms of forming, growing, and advancing a group, as well as defending it from

attackers.

Those who put their lives on the line for the good of the group are

hailed as heroes, setting an example for future generations. In a sense, the

group maintains relationships with its members to ensure its survival, and these

ties, in turn, contribute to the formation of patriotism. Every group uses cultural,

educational, social, and political techniques to instill a sense of loyalty in its

members (Bar-Tal, 2019). As a result, allegiance serves both the individual and

the group. However, because the ways in which these functions are carried out

might differ, there are negative and positive kinds of patriotism. While certain

expressions of patriotism are highly democratic in nature, others may have the

polar opposite character and undercut democratic values (Parker, 2009).

The first research on patriotism looked at the subject from a single

perspective, categorizing it as either negative or good patriotism. Tolstoy (1987),

for example, speculates that patriotism may have been a virtue in Antiquity.

Because the motherland was the highest goal that could be achieved at the time.

However, in today's world, this is no longer the case. This is because patriotism

necessitates a particular state and nation's control over others rather than the

recognition of all human beings' equality and brotherhood.

Patriotism does not only fail to qualify as a virtue from this standpoint,

but it also symbolizes the polar opposite of what is a virtue. As a result, such an
 12

idea is incorrect and does not exist in the present world since it lacks material

and moral grounds. In more recent times, Tolstoy (1987) has expressed a similar

viewpoint. He believes patriotism is a mistake, and it is remarkable that political

theorists, moral philosophers, and theologians continue to foster such a mistake.

Nathanson (1993), on the other hand, takes a more moderate attitude to

patriotism. True patriotism, on the other hand, is built on a critical foundation of

affection for one's country and loyalty to national values; a patriot is one who is

tolerant of the values and methods of other nations.

Schatz (1994) divides patriotism into two categories: blind patriotism

and productive patriotism. He argues that unthinking patriotism necessitates blind

patriotism. Members of the organization support the group's policies and actions,

even if the outcomes are inconsistent with moral ideals and at the expense of the

rights of other groups and individuals. When a government or powerful factions

within society commit destructive acts such as mass murder, genocide, or war,

the people have the capacity to prevent additional harm. However, due to the

mentality of blind patriotism, the group members other than the criminals and

victims are frequently reduced to simple bystanders.

According to many studies, blind patriotism is linked to nationalism,

which supports a hierarchy among states and the dominance of powerful nations

over weaker ones. Blind patriotism's motto is "love it or leave it," and criticism is

seen as a non-patriotic act from this perspective. A blind patriot, according to

Ercan (2017), adopts a worldview in which they embrace every policy of their

country without inquiry. They dismiss the importance of criticism and analysis in
 13

favor of loyalty and symbolic acts. This kind of patriotism runs counter to

democratic principles. Because intolerance of criticism means opposition to free

thought and social engagement. As a result, the virtues of rational debate,

analysis, and criticism are overlooked.

In constructive patriotism, on the other hand, the focus is on the nation's

and its citizens' overall well-being and welfare, regardless of ethnic identity or

social standing. This type of patriotism necessitates a balance between

connection to the country and respect for the human rights of all persons. The

goal of this type of patriotism is to help the nation develop a positive identity

through time while also opposing political actors who undermine basic human

values when appropriate. Because of the policies, practices, and procedures that

have been put in place. Institutions and cultures are prone to flaws; thus, citizens

must be willing and capable of intervening as circumstances change. However,

because governments and blind patriotic groups frequently define "real"

patriotism as unthinking obedience, correcting wrongdoings perpetrated in the

name of patriotism demands courage (Schatz, 1994).

In this situation, it may be claimed that the essential distinction between

the two types of patriotism is the way the groups' boundaries are seen. The

boundaries between groups are emphasized to a large extent in blind patriotism,

and the focus of attention is on the threats and sensitivities among the groups. In

constructive patriotism, on the other hand, the focus is on the welfare of the

entire nation, with less attention paid to national distinctions (Schatz, 1994).

Furthermore, whereas blind patriotism is intolerant of any criticism

 14

directed at the country, constructive patriotism examines an activity to see if it is

consistent with the group's goals. While blind patriotism is marked by political

discrimination and ignorance, constructive patriotism strives for better societal

goals and more political participation. While blind patriotism is firmly linked to a

sense of national security (and especially national culture) being threatened,

constructive patriotism is capable of putting national identity aside and even

contradicting the sense of national dominance. While blind patriotism identifies

social links based on genealogy and primitive vocabulary developed over the

course of national history, constructive patriotism establishes social boundaries

through civil procedures and commonly shared political institutions (Schatz,

1994).

Civic Attitude

Measures of civic attitudes, knowledge, and skills were steady

throughout the two years, while students exhibited gains in their value for

community engagement and various self-reported civic knowledge measures.

Additional comparisons revealed the significance of the college experience in

accounting for these differences. Civic engagement interests reported in high

school were linked to and appear to be key predictors of subsequent civic

attitudes (Campbell, 2006).

Students who participated in service-learning showed an increase in

their plans for future civic action, assessments of their own interpersonal,

problem-solving, and leadership skills, and agreement with items emphasizing

societal factors that influence individual outcomes over the course of the
 15

semester (social justice). There were no variations in the students' views toward

diversity. Students who participated in service learning were happier with their

courses and reported more learning about the academic field and the community

than students who did not participate in service-learning. Satisfaction with course

features and service efforts was linked to social justice attitudes, awareness of

diversity, and aspirations for future civic activity among service-learning students

(Moely et al.,2002)

This study looked at the association between many faculty practices

and interactions with students and students' civic participation attitudes using

data from the Wabash National Study of Liberal Arts Education. Frequent

student–faculty contact, use of cooperative learning classroom activities, use of

course content that helps students see connections between intended careers

and how they affect society, and use of course content that helps students

understand the historical, political, and social connections of past events were all

linked to positive civic attitudes (Trolian & Parker, 2020)

This study looked at the association between many faculty practices

and interactions with students and students' civic participation attitudes using

data from the Wabash National Study of Liberal Arts Education. Frequent

student–faculty contact, use of cooperative learning classroom activities, use of

course content that helps students see connections between intended careers

and how they affect society, and use of course content that helps students

understand the historical, political, and social connections of past events were all

linked to positive civic attitudes (Trolian & Parker, 2020).

 16

This dissertation looked at how students' civic engagement activity

and attitudes change over time, following how degrees of participation in civic,

political, and expressive activities influence the acquisition of a comprehensive

set of civic views during their undergraduate years. Students' self-efficacy

through community service, politics, and civic involvement, dedication to civic

accountability, and tolerance of diversity were the specific attitudes of interest in

this study (Fernandez, 2011).

Higher education has renewed its focus on the necessity of civic

education in this environment, and it has increasingly acknowledged the unique

role it can play in resolving these concerns. Parental attitudes, levels of

engagement, and educational achievement have all been identified as major

determinants of civic and political engagement and attitudes among college

students (Jennings, 1998). Parents can greatly affect teenagers' civic

participation development by promoting specific values and role modeling inside

the home (Manganelli et al., 2022). While studies have demonstrated a low-to-

moderate inter-generational similarity in students' and parents' political ideas,

only a tiny fraction of students have been shown to hold views comparable to

their parents' (Jennings, 1998). The role of higher education in supporting these

ideals cannot be disregarded. According to Andolina et al. (2021), high schools

and colleges “can provide training grounds for civic involvement, offer

opportunities for open discussions and create avenues for service work – all of

which lead to higher levels of youth involvement”.

 17

More specifically, several higher education attitudinal studies in the

1990’s and early 21st century focused on higher education’s impact on civic

engagement attitudes following students’ experiences with community service or

service-learning classes (Astin & Sax, 1998). These studies typically explored the

combined effect of community service and civic involvement, often within the

specific framework of defined service-learning experiences (Eyler et al., 2001).

Additionally, other studies have continued on to investigate the impact that this

participation has on students’ attitudes, particularly with regard to students’

commitment to involvement in the community, civic responsibility, and social

activism (Fry & Bentahar, 2013).

Students' participation in community service and civic engagement

programs, events, and classes has repeatedly been linked to the development of

pro-civic engagement attitudes and values (O’Leary, 2014). However, a few

studies have gone on to investigate the impact of these college experiences on

different students (Chang et al., 2021), finding that the development of students'

civic engagement attitudes as a result of involvement varies by race and gender,

as well as the types of activities in which they participate.

This study builds on prior research (Chittum et al., 2022), which

suggested that more research be done to see how different types of involvement

effect students' civic engagement results in college. These researchers

specifically mentioned the need for research into which sorts of participation in

higher education best create pro-civic engagement attitudes and how these

possibilities might be expanded. As a result, the focus of this study will be on the
 18

relationship between specific experiences in higher education and the

development of pro-civic engagement attitudes over time, in order to better

understand how students, become involved public citizens while in college. This

study will concentrate on three of the eight classic categories of student attitude

research: political attitudes, civic and community activity, and attitudes toward

people of different races and ethnic backgrounds (Chittum et al., 2022).

Many definitions and measures appear in the research measuring civic

attitudes. Schulz et al., (2010) considered these measures of civic attitudes: trust

in government institutions, positive attitudes toward immigrants, and support for

women’s political rights. Witschge et al., (2018) conducted a civic attitudes study

that included the variables of expected political participation, women’s rights,

ethnic tolerance, national pride, and institutional trust. Some attitudes related to

civic responsibility include the intention to serve others, the belief that helping

others is one’s social responsibility, and the tolerance and appreciation of human

differences (Swanson, 1999).

An expansive list of items or issues can be considered a civic attitude.

Moely et al.’s (2022) research focused on civic attitudes with measures such as

plans for future civic action, values, problem solving skills and leadership skills.

Researchers consistently use civic attitudes to measure the development of

human and social capital through formal education (Trolian & Parker, 2020).

Civic attitudes develop human and social capital both inside and outside

of the traditional higher education classroom (Diaz et al., 2019). Social capital

indicators used to develop scores in Salimi et al., (2020) work relate to indicators
 19

of how students feel about connections used to enter the workplace. While most

human and social capital is assumed to be developed inside the classroom,

several researchers (Kuh et al., 2006) have focused on student learning outside

of the classroom, including experiential learning.

Service-learning is widely accepted in higher education as an

educational practice to strengthen the acquisition of course concepts and affect

students’ attitudes regarding social problems, community issues, and civic action

(Hebert & Hauf, 2015). Service-learning is receiving wide acceptance in higher

education as an innovative educational practice that strengthens the acquisition

of course concepts while affecting students’ attitudes regarding social problems,

community issues, and civic action, thereby developing the human capital of

students (Moss, 2009).Research demonstrates service-learning promotes a

broader understanding of course context, offers additional skills learned in the

field and yields a positive effect on a student’s civic attitudes (Moely et al., 2002).

Empirical research about service-learning has examined intellectual and

student outcomes, the development of citizen characteristics, and community

building. However, the impact on social capital (D’Agostino, 2020) was minimally

addressed. Several studies use civic attitudes as a key indicator of social capital

(Bailey et al., 2020). Civic attitudes have been used to measure the effects of an

academic service-learning experience (Moely et al., 2002). Finally, a strong

connection between service-learning and social capital has been identified in

research (D’Agostino, 2010).

 20

In this study, it is stated that, in addition to knowledge, self-efficacy and

motivation are important competency variables that should be studied

simultaneously. The following are the major findings for the three mediation

variables: self-efficacy predicts motivation and three dimensions of political

participation better than knowledge. Knowledge, on the other hand, has a

moderate relationship with motivation but is a better predictor of civic attitudes

than self-efficacy, but motivation is a strong predictor of future participation and

civic attitudes. As a result, the findings show that civic participation requires more

than just knowledge (Solhaug, 2006).

Numerous studies in a variety of settings have linked participate and

democratic management approaches to a wide array of positive individual and

organizational outcomes, including improved workforce commitment, job

satisfaction, performance, and pro-social orientations. This study expanded

on this research and extended it to the police field by investigating the

associations between police employees’ participation in organizational

decision-making and their sense of organizational engagement, civic

attitudes, and perceptions of sociocultural climate (Tsai, 2011).

Fostering civically engaged adolescents has long been a goal of

American public education. Identifying variables related with future voting

likelihood, a measure of democratic engagement that predicts future voting

behavior, could lead to targets for civic participation education initiatives. The

researchers looked at survey data from urban adolescents to see how civic
 21

knowledge, civic attitudes, and civic activities are linked to self-reported

likelihood of voting in the future (Cohen & Caffee, 2012).

After adjusting for race/ethnicity and advanced coursework, two

civic knowledge constructs and two civic attitude constructs maintained a

positive, statistically significant independent association with future voting

likelihood in a multi variable ordered logistic regression model with latent

constructs for civic knowledge, attitudes, and behavior: knowledge of

American governance, current events knowledge, general self-efficacy, and

skill-specific self-efficacy. Further research is necessary to determine whether

education programs can intervene upon these civic knowledge and civic

attitude factors to increase voting participation later in life (Cohen & Caffee,

2012).

In contrast, Levesque et al., (2010) found that service-learning

students did not report higher levels of motivation or civic awareness when

compared to students that were not engaged in a service-learning program.

Students reported the level of involvement with the target population, and more

contact with the target population was associated with a more positive learning

experience. Service-learning students reported a more positive learning climate

in courses where components of discussions and reflection were used compared

to those classes where an emphasis on discussion and reflection was not a

priority (Levesque et al., 2010).

A couple of factors were found to negatively impact students’ civic

attitudes in service-learning programs. One such factor is adult tokenism, where

 22

students are given little voice or autonomy in choosing their organization or in

their work at the organization (Anglin et al., 2010). Requiring students to

complete a service-learning program was also found to negatively impact the

civic attitudes of high school students, though this was not found to be the case

with college students (Moely & Ilustre, 2013).

One of the goals of service-learning programs in higher education is

citizenship education (Sun Chi, 2000). A major component of civic and

democratic participation is the civic attitudes that each student possesses. A

number of studies on the development of student civic attitudes exist in the

current literature. Moely et al., (2002) connected commitment to civic action with

a sense of social responsibility and personal efficacy, finding that participation in

a community service lab increased these factors among college students. In a

later study, the same authors found that in optional service-learning courses,

students who elected to take these courses scored significantly higher on

measures of civic attitudes and engagement than those who did not choose to

take the courses, which has ramifications for impacts on student attitudes toward

mandatory service-learning programs (Hebert & Hauf, 2015).

Civic responsibility entails behaviors and attitudes that support

democratic governance and social involvement. Through personal relationships

with the community, students enrolling in higher education institutions have the

potential to translate their social interests into advocacy. By combining

community service activities with academic coursework, service learning is an

effective way of enhancing citizenship involvement and civic responsibility. The

 23

civic attitude scores of service-learning students at a big, public, mid-Atlantic

state university were investigated using survey research (Roemer, 2000).

Several scholars have claimed, however, that traditional correlations

may exaggerate the social benefits of education since schooling and civic

outcomes are influenced by a number of unobservant features unique to the

surroundings in which people are raised. Evidence suggests that inter-

generational or cultural transmission of civic views throughout adolescence is

important in predicting both educational attainment and adult civic activity

(Campbell, 2006).

On the one hand, children raised in civically involved households are

predicted to perform better in school and get greater levels of educational

certification than children raised in other households. Parents' attitudes and

political activity, on the other hand, impact their children's worldview and civic

behavior later in life. To put it another way, the positive relationship between

educational achievement and civic activity could be the result of civic attitudes

being passed down through the generations throughout youth (Campbell, 2006).

Disentangling the role of civic attitudes transmission and the additional

schooling effect on civic involvement has become more relevant in recent years

from the perspective of political science. While all sides agree that the quality and

attitudes of citizens have a significant impact on the durability of democratic

institutions and the success of public policy, there is a significant dispute on who

is primarily responsible for instilling civic values: schools or families (Kam &
 24

Palmer, 2008). According to civic virtue theorists, relying entirely on families to

instill civic values could lead to the exclusive promotion of dominant ideals or

worldviews among better educated people. As a result, when pupils are not

exposed to various points of view in the classroom, better educated individuals

will tend to reproduce or promote their own opinion, such as those emphasized

by their parents or communities . In other words, civic virtue theorists believe

that kids should be exposed to civic and moral ideals that differ from those of

their family through their educational system (Miles-Touya & Rossi, 2016).

Theoretical Framework

One theory that relates civic attitude to patriotism is social identity

theory, which suggests that individuals develop a sense of identity and

belonging based on their membership in social groups, such as their

community, nation, or ethnic group. According to this theory, individuals are

motivated to maintain a positive self-concept by enhancing the status of their

social groups and identifying with their shared values and symbols (Polycarp,

2010).

In the context of patriotism, social identity theory suggests that

individuals develop a strong attachment to their nation and its symbols as a way

to enhance their self-esteem and sense of belonging. Civic attitudes, such as a

sense of responsibility towards the community, active participation in public

affairs, and a commitment to social justice, can also be motivated by a desire to

enhance the status of one's social group and contribute to its well-being

(Schochet, 2001).
 25

One study that supports this theory is "National Identity and Civic

Attitudes: Evidence from a Representative Sample of Americans" by Cindy D.

Kam and Donald P. Haider-Markel. The study surveyed a representative

sample of Americans and found that national identity (measured by

attachment to national symbols, such as the flag and the national anthem)

was positively related to civic attitudes (measured by support for civic

institutions and willingness to engage in civic activities). The authors suggest

that national identity can motivate individuals to develop a sense of civic

responsibility and contribute to the well-being of their community and nation

(Stevens& Vaughan-Williams, 2014).

Overall, social identity theory provides a useful framework for

understanding the relationship between civic attitude and patriotism,

suggesting that individuals develop a sense of attachment to their nation as a

way to enhance their self-concept and belonging, and that civic attitudes can

be motivated by a desire to contribute to the well-being of one's social group

(Wright, Citrin & Wand, 2012).

Conceptual Framework

Figure 1 shows the conceptual model of the study. The arrow from

the independent variable (patriotism as predictor) is directed towards civic

attitude as the dependent variable. In this model, the independent variable is

hypothesized as predictor of the dependent variable. A true patriotism, on the

other hand, is underpinned by one’s affection to their country and their

attachment to national values is based on a critical foundation; a patriot is one

 26

who is tolerant to the values and ways of other nations. This binary

classification was followed by Somerville’s (2018) binary classification where

he calls the first form of patriotism as ignorant and irrational and the second

as reasonable and dissident. Moreover, the transmission of civic attitudes

significantly enhances civic involvement and reinforces civic returns to

education. Our findings are in line with the proposals of civic virtue theorists or

grass movements who suggest that citizenship education should be included

in the compulsory school curricula since, if not, families or local communities

will only transmit their particular view of the world (Touya & Rossi, 2017).

Definition of Terms

To facilitate better understanding to the readers, the variables in the

research title were defined conceptually as follows:

Patriotism as Predictor – The concept of "patriotism" is interpreted

quite variously, which is explained by the complexity of this phenomenon and

the variety of forms of its manifestation. In the dictionary of V. Dahl,

“patriotism” is defined as “Patriotism is the love for the Fatherland, arising

from the solidarity of the interests of the citizens of the state or members of

the nation” (Brockhaus & Efron, 2019).

Civic Attitude – It is comprised of actions and attitudes associated with

democratic governance and social participation. Civic responsibility can include

participation in government, church, volunteers and memberships of voluntary

associations (Self, 2020).

 27

College Students – In this study, this refers to the respondents of the

study who are currently students in School A. These respondents are tasked to

answer the adapted research instruments (Bele, 2022).

Independent Variable Dependent Variable

 28

PATRIOTISM AS CIVIC ATTITUDE

PREDICTOR

Figure 1. Conceptual Framework of the Study

 Chapter 2

METHOD

This chapter explains and describes the research design, research

respondents, research locale, research instrument, data collection and statistical

tools.

Research Design

A research design is the specific method of a researcher that sets the

procedure for collecting, analyzing, interpreting and reporting data in research

studies (Creswell, 2017). It's the big picture strategy for connecting conceptual

research concerns to relevant (and doable) empirical research. In other words,

the study design determines how the required data will be collected and

analyzed, as well as how all of this will be used to answer the research question

(Anderson, 2017). A descriptive-correlational design will be used in this

investigation. Descriptive design gives you a glimpse of where you are right now.

According to Arikunto (2017), the purpose of this design is to gather information

on the field's trend. This indicates that in this type of study, there is no

administration or control. He went on to say that the correlation coefficient is

used to investigate the relationship between variables.

In correlational research design, investigators use the correlation

statistical test to describe and measure the degree of association/relationship

between two or more variables or sets of scores among variables, and to allow

the prediction of future events based on current knowledge, according to Arikunto

 30

(2017). As a result, significant justification from renowned authors convinced the

researcher that a combination of descriptive and correlational design is the best

way to address research objectives concerning the level and relationship

between patriotism as predictor on the civic attitude of college students.

In addition, regression analysis will be used to answer research aim 4

from the previous chapter. Regression analysis, according to Casella & Berger

(2022), is a strong and flexible framework that allows an analyst to model a result

(the response variable) as a function of one or more explanatory variables (or

predictors). Researchers can use this regression analysis to see how the values

of a quantitative (numerical) outcome (or response) are related to the values of a

quantitative explanatory (or predictor) variable. This approach is frequently used

in one of two ways: to create anticipated values or to make conclusions about

dataset connections. In some fields, the outcome is referred to as the dependent

variable, whereas the predictor is referred to as the independent variable.

Research Respondents

The respondents of this study were 100 randomly selected of

college students. The important characteristics of the target population that

the researchers/investigators will employ to answer their research question

are defined as inclusion criteria (Montes de Oca et al., 2017). More crucially,

when planning a study, researchers/investigators not only specify the

acceptable inclusion criteria, but also assess how those decisions would

affect the external validity of the study's conclusions (Hulley et al., 2017). As a

result of using the 20:1 rule, the number of samples resulted in 100
 31

respondents responding to the customized survey questions. However, (Biau,

2008) stated that the advantages of a large sample size for interpreting

significant results are that it permits a more exact estimation of the treatment

impact and it is usually easier to analyze the representatives of the sample

and to generalize the results.

Prior to examining the type of sampling method to use in the study,

it's important to understand what sampling entails and why researchers might

choose a sample. Sampling is the process of selecting a subset from a

sampling frame or the complete population. Sampling can be used to make

generalizations about a population or to make inferences about a theory. In

essence, it is determined by the sample technique used (Hosseini & Kamal,

2012). In this situation, the researcher will utilize basic random sampling,

which means that each case in the population has an equal chance of being

included in the sample.

Research Locale

The research took place in one of the colleges in Davao city. It was

conducted specifically in St. John Paul II College of Davao. It was located at

Ecoland Drive, Matina Davao City, Davao Del Sur. The institution was run by

the Evangelista Family and this year, they offered the senior high school and

college department. The school is surrounded by room and faculties such as

AVR, computer laboratory, clinic and library. The location of Davao City is

seen in Figure 2 on a map of the Republic of the Philippines.

 32

Research Instrument

There are two sets of survey questionnaire will be used to gather

data from the respondents of the study. The first set of the questionnaire is

the patriotism as predictor developed by Martin and Chuang (2018). The

second of the instrument is the civic attitude designed by Hosseini and Kamal

(2017). To meet the requirements of validity of the research instrument, the

researcher honored the fidelity of undergoing the research tool from face

validity. As accentuated by Field (2020), validity explained how well the

collected data covers the actual area of investigation. In this account, the

survey questionnaire was forwarded to panel of experts in questionnaire

construction for modification process to fit in the culture of the respondents.

The results of the survey were analyzed using correlation analysis.

Correlation is a statistical method used to determine whether a relationship

between variables exists. The correlation coefficient is used to determine the

strength and direction of a linear relationship between two variables. T he

acquisition of civic knowledge and skills can’t alone be helpful in practice, if

the appropriate attitudes are not developed. That is why Civics and Ethical

Education course aimed to help students to develop suitable behavior and

attitude, personal and public characters that matters the willingness of citizens

to act in public affairs (Shankar, 2009). More specifically, the study will analyze

some of the civic activities students find important or in which students are

engaged. The study will also examine some of the factors that are correlated with

civic engagements among students.

 33

Figure 2. Map of the Republic of the Philippines

Showing Davao City
 34

Figure 2. Map of the Republic of the Philippines

Showing Davao City
In this study, Four-point Likert’s scale will be used for it is one of the

most commonly used scales. To evaluate the level of patriotism as predictor, the

following scales will be employed:

Range of Means Descriptive Interpretation

Equivalent

3.26-4.00 Very High When the students as predictor of

college students is always manifested.

2.51-3.25 High When the patriotism as predictor of

college students is oftentimes
manifested.

1.76-2.50 Low When the patriotism as predictor of

college students is rarely manifested.

1.0-1.75 Very Low When the patriotism as predictor of

college students is not manifested at all.

To assess the level of civic attitude, the following scales will be utilized:

Range of Means Descriptive Interpretation

Equivalent

3.26-4.00 Very High When the civic attitude of college students

is always manifested.

2.51-3.25 High When the civic attitude of college

students is oftentimes manifested.

1.76-2.50 Low When the civic attitude of college students

is rarely manifested.

1.0-1.75 Very Low When the civic attitude of college students

is not manifested at all.
 35

Data Collection

Initially, the researcher would schedule meetings with his adviser to

discuss the formulation of the research framework. The revised survey

questionnaire will be organized and submitted to a panel of examiners for face

validation once it has been approved. In addition, the researcher will seek

authorization to perform the study from the Program Head/Dean of the College

Department. Furthermore, the researcher will hand deliver the tool to the

respondents and explain the logic behind the research issues. Following that, the

researcher will retrieve the survey questionnaire after the respondents have

completed all of the research tools' items. The data will be tabulated and

subjected to statistical analysis. To develop significant findings, conclusions, and

suggestions, statistical results will be painstakingly studied and interpreted with

professional prudence in the future.

Statistical Tools

To address the fundamental objective of the study, the following statistical

tools will be used for data treatment:

Mean and Standard Deviation – This will be used to determine the level

of patriotism as predictor on the civic attitude of college students (Marzecki,

2019).

Pearson (r) – This will be used to determine the significant relationship

between patriotism as predictor on the civic attitude of college students

(Marzecki, 2019).
 36

Regression Analysis – This will used to determine the influence of

patriotism as predictor on the civic attitude of college students (Marzecki, 2019).

 Chapter 3

RESULTS

This chapter indicated all the outcomes of the study based on the responses of

the college students on the level of patriotism as predictor and civic attitude in

accordance with the study’s objectives. The data was evaluated in accordance

with its tabular presentation.

Level of Patriotism as Predictor of College Students

It could be gleaned from Table 1 that the overall level of patriotism as

predictor gained a mean rating of 3.72 or very high. This signifies that the

patriotism as predictor of college students is always manifested. The overall

computed standard deviation equivalent to .207 provides an indication that the

individual responses to the statements of this variable were clustered around the

mean.

Sorting out the details of the results, the item with the highest mean rating is -

love my country with mean rating of 3.97 or very high and standard deviation

of .171. The rest of the sub-indicators of the patriotism as predictor of college

students with very high descriptive equivalent: 3.76 or very high and with

standard deviation of .429 for celebrate national festival; 3.75 or very high for

appreciate unity in diversity; 3.74 or very high and standard deviation of .485 and

.463 respectively for items love people from every race in my country and

interested of my country above everything; 3.72 or very high and standard

deviation of .494, .451, and .494 for items consider myself as a patriot, obey the

laws of the land, and embrace our country's art, culture, and value;3.70 or very
 38

high standard deviation of .503 for care about unity, history, and language; 3.68

or very high and standard deviation

Table 1

Level of Patriotism as Predictor of College Students

Standard Descriptive
Item Deviation Mean Equivalent
1. loved my country .171 3.97 Very High

2. loving people from every race in my country .485 3.74 Very High

3. feeling proud when I see a Philippine Flag .497 3.66 Very High

4. considering myself as a patriot .494 3.72 Very High

5. interested of my country above everything .463 3.74 Very High

6. appreciate unity in diversity .435 3.75 Very High

7.celebrating national festivals .429 3.76 Very High

8.respecting national symbols .490 3.68 Very High

9. concerning for unity, solidarity and integrity .530 3.61 Very High

10. can do everything for my country .506 3.63 Very High

11. responsible citizen .473 3.67 Very High

12. caring about unity, history and language .503 3.70 Very High

13. obeying the laws of the land .451 3.72 Very High

14.embracing country’s art, culture and values .494 3.72 Very High

15. protecting our country .493 3.67 Very High

 39

Overall .207 3.72 Very High

of .490 for respect national symbols; 3.67 or very high and standard deviation

of.473 and .493 for items responsible citizen and protect our country; 3.66 or

very high and standard deviation of .497 for feel proud when I see a Philippine

Flag; 3.63 or very high and standard deviation of.506 for can do everything for

my country; 3.61 or very high and standard deviation of .530 for concern for the

unity, solidarity and integrity.

Level of Civic Attitude of College Students

It could be observed from Table 2 that the overall level of civic attitudes

obtained a mean rating of 3.69 or qualitatively described as very high. This

conveys that the civic attitudes of college students is always manifested. The

overall equivalent standard deviation is .206 signals that the responses of the

respondents to all items of this variable are aggregated within the mean.

Articulating the specific result of the sub-indicators on the level of civic

attitudes of college students, the data are organized from highest to lowest mean

ratings with its corresponding standard deviations: 3.86 or very high with

standard deviation of .377 for spontaneously put on the side of weakest; 3.79 or

very high with standard deviation of .433 for learn from people who do things

differently; 3.75 or very high with standard deviation of .435 for makes a

difference in my community; 3.73 or very high with standard deviation of .489 for

recognition of human efforts;

 40

Table 2
Level of Civic Attitude of College Students
Standard Descriptive
Items Deviation Mean Equivalent

1.spontaneously putting on the side of weakest .377 3.86 Very High

2.consistent in my values .485 3.63 Very High

3.recognition of human efforts .489 3.73 Very High

4.carrying out activity to improve one’s daily lives .520 3.65 Very High

5.responsible to help poor and hungry people .476 3.66 Very High

6.looking for opportunities to ease poverty .486 3.69 Very High

7.believing that voluntarism is important .490 3.61 Very High

8.curiosity on how other people see the world .506 3.69 Very High

9.learning from those who do things differently .433 3.79 Very High

10.makes a difference for my country .435 3.75 Very High

11. committing to serve my community .506 3.63 Very High

12.informing community issue is important .500 3.65 Very High

13.involving in community service program .525 3.63 Very High

14.easily getting along with people .478 3.71 Very High

15.ability to lead a group of people .490 3.68 Very High

Overall .206 3.69 Very High

 41

3.71 or very high with standard deviation of .478 for easily get along with

people; 3.69 or very high with standard deviation of .486 and .506 for items

look for opportunities to ease poverty and curiosity on how other people see

the world ; 3.68 or very high with standard deviation of .490 for ability to lead

a group of people; 3.66 or very high with standard deviation of .476 for

responsible to help the poor and hungry people ; 3.65 or very high with

standard deviation of .520 and .500 for items carry out activity to improve

one’s lives and informed community issues is important; 3.63 or very high with

standard deviation of .485, .506 and .525 for items consistent in my values,

committed to serve in my community and involved community service

programs; 3.61 or very high with standard deviation of .490 for believe that

voluntarism is important.

Correlation Between Variables

The relationship between factors is elucidated in Table 3, it could be

browsed from the data that the computed r-value is .669 with a p-value

of.000, which is substantially lower than the.05 level of significance specified

in this investigation, implying that the null hypothesis is rejected. patriotism as

predictor and civic attitude, it could be assumed, have a strong relationship.

This means that as the level of patriotism as predictor rises, so does the level

of civic attitude.
 42

Table 3
Correlation Between Variable
Decision
Variables r-value ρ-value
on H0

Patriotism as Predictor and Civic Attitude

.669 .000 Reject

Influence of Independent Variable on the Dependent Variable

Explicated in Table 4 is the influence of independent variable on the

dependent variable. Patriotism as predictor effect on the Civic attitude (β=.667; t-

value= 8.905; ρ < .05; significant). More explicitly, the combination accrued a

coefficient of determination or R2 = .442, this exhibits that 44.2% of the variation

of civic attitude due to patriotism as predictor, the difference of 55.8% variation of

civic attitude is accounted to other factors not encapsulated in the present study.

Table 4

Influence of Patriotism as Predictor and Civic Attitude

Civic Attitude
Independent Variable βCoefficient F-value R2 t-value ρ -
value

Patriotism as Predictor
.667 79.304 .442 8.905 .000
 Chapter 4

DISCUSSION

This portion of the research gives a summary of the statistical findings.

Confirmations from numerous college students pushing for patriotism as

predictor on the civic attitude. This section also includes a conclusion and a

recommendation to inform the readers and beneficiaries of this professional

effort.

Patriotism as Predictor of College Students

Blind patriotism is more likely a part of the instrumental side. It helps

people as a tool of defense in what some people may perceive as a dangerous

world where people have a desire for security. That is, when people feel

threatened by the prospect of layoffs or other economic instability; when people

feel that they are threatened by social and political unrest; or, when people feel

threatened by the uncertainties that accompany war or international conflict, they

seek security and domestic stability (Duckitt & Fisher 2018; Sales, 2017;

Stenner, 2020). however, is related with the domain managed by symbolic

attitudes in which people express values through connection to political culture.

Values are described as long-term beliefs that shape attitudes and behaviors

(Rokeach, 2018; Schwartz, 2021). For example, American political culture is

comprised of such values as individualism, freedom, equality, and limited

government (Kinder & Sanders, 2017; Lipset, 2017; McCloskey & Zaller, 2018).
 44

Civic Attitude of College Students

This is in line with the findings of Shuler (2020) that students' civic

engagement activity and attitudes change over time, following how degrees of

participation in civic, political, and expressive activities influence the acquisition

of a comprehensive set of civic views during their undergraduate years. Students'

self-efficacy through community service, politics, and civic involvement,

dedication to civic accountability, and tolerance of diversity were the specific

attitudes of interest in this study. Also, civic attitudes develop human and social

capital both inside and outside of the traditional higher education classroom

(Hershberg, 2017; Shah, 2018). While most human and social capital is assumed

to be developed inside the classroom, several researchers (Astin, 2017; Kuh,

2019) have focused on student learning outside of the classroom, including

experiential learning.

Correlation Between Variables

Patriotism as predictor is linked to civic attitude by the cause of rejected

hypothesis. Thus, this is parallel to the pronouncement of Anglin (2017) cited that

promoting civic engagement, or constructive participation in public life, entails

cultivating the motivation, skills, attitudes, and knowledge that people require to

make significant contributions in their communities and across the country. When

young people are given opportunities to participate in civic life, they become

patriot and committed to helping others, as well as improve their self-esteem and

academic accomplishment. Early involvements can build the foundation for

 45

lasting community participation since young people are figuring out where they fit

in society.

Influence of Patriotism as Predictor on Civic Attitude

Result shows that patriotism as predictor influences civic attitude. This

is in consonance to the pronouncement of Rickey (2022) show that patriotism

has two dimensions, with an oft-ignored constructive patriotism dimension that

influences civic participation. Constructive patriots may at times be angry and

ashamed, but they still love their country. These constructive patriots generally

have traits that are healthy for democracy and correlate with greater civic

participation.

Conclusion

The purpose of this study was to determine the significant relationship

between patriotism as predictor on civic attitude of college students. Established

from the findings and results of the study, the following conclusions are drawn:

the level of patriotism as predictor of college students is very high; the level of the

civic attitude of college students is very high; and there is a significant

relationship between variables investigated. However, this connotes that a very

high level of patriotism as predictor of college students possibly increases civic

attitude. Nonetheless, patriotism as predictor bears greater influence on civic

attitude. Thus, the result of this study supports the theoretical contentions of

Kahne & Middaugh (2017) cited that attitude connects the individual to the state

and nation (own group) and is composed of three categories of components: (1)

cognitive: patriotic self-identification; (2) affective: love for the homeland, a sense
 46

of pride; and (3) behavioral: in the symbolic sphere, such as displaying national

symbolism and nurturing tradition, as well as in everyday activities 'that support

democratic values and practices.

Recommendation

1. The very high level of patriotism as predictor as a result of the study

purports that the school administration may concentrate on the items with the

lowest mean ratings of can do everything for my country and concern for the

unity, solidarity and integrity and maintaining the very high ratings of patriotism

as predictor of college students. Teachers may be ensuring that the students

participate in the events such as united nations, kadayawan festivals and other

festivals that we celebrate every year. This will help the students and the

institution to give importance of our country to strengthen their character

development and help them feel that they belong to the country.

2. The very high level of civic attitude as a result of the study purports that

the school administration may concentrate on the items with the lowest mean

ratings of believe that volunteerism is important, consistent in my values,

committed to serve in my community and involve community service program

and maintaining the very high ratings of civic attitude of college students. The

school administration may establish school programs and activities that the

student can participate such as programs in community and awareness,

classroom discussion about community issues, volunteer in community and

curriculum project that related to social issue. Through this activities student gain
 47

understanding and open their eyes to problems in real world. Also, enhancing

their education and creativity to help society in general

3. It signifies that predictor as predictor and civic attitude goes hand and

hand, therefore, the school administration and teachers may encourage their

students to participate and cooperate with the programs that are related to the

community and social problems.

4. The study shows that there is influence between patriotism as predictor

and civic attitude. Yet there are other factors not encapsulated in the conduct of

this study. Therefore, the future researchers might touch the following factors

such as religious beliefs, culture, ethnicity and history.

 48

REFERENCES

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Ercan, H. (2017). Self-construal and demographic variables as predictors of

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Miles-Touya, D., & Rossi, M. (2016). Cultural transmission of civic

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 51

APPENDICES
 52

APPENDICES A

Survey Questionnaire
 53

SURVEY QUESTIONNAIRE

This adapted survey questionnaire was utilized to determine the level of patriotism as predictor on the civic
attitude of college students. Kindly follow the directions provided for each of the research instrument. Your honest answer
to each statement will help the researchers to come up with the sound and accurate results. Confidentiality and anonymity
of your responses shall be guaranteed with stringent observance on the rule of Data Privacy Act, R.A. 10173.

PART I: LEVEL OF PATRIOTSIM AS PREDICTOR

Please check (√) the box to each statement using the following scales: 5 – Always, 4 - Oftentimes, 3 – Sometimes, 2 –
Seldom, 1 - Never

As a college student, I… 5 4 3 2 1
1. love my country, I value and protect them and would never my country to harm

2. love people from every race in my country

3. feel proud when I see a Philippine Flag in a public place
4. consider myself as a patriot in my country
5. hold interests of my country above everything
6. appreciate unity in diversity
7. celebrate national festivals
8. respect national symbols
9. would have concern for the unity, solidarity and integrity of my country

10. can do anything and everything for my country

11. do my responsibility as a citizen
12. care about the unity, history and language of my nation
13. obey the laws of the land
14. embrace our country’s art, culture, and values
15. must protect our country

PART II: LEVEL OF CIVIC ATTITUDE

Please check (√) the box to each statement using the following scales: 5 – Always, 4 - Oftentimes, 3 – Sometimes, 2 –
Seldom, 1 – Never

As a college student, I… 5 4 3 2 1
1. spontaneously put myself on the side of the weakest
2. am consistent in my values, even if this means looking bad in front of my friends

3. believe that the recognition and establishment of human rights is an effort to be made in
my environment
4. carry out activities aimed at improving the day-to-day lives of the people around me

5. believe that I have a responsibility to help the poor and the hungry
 54

6. look for opportunities to ease poverty in my immediate environment

7. believe that it is important to volunteer

8. am interested on how other people see the world
9. learn from people who do things differently from me
10. believe I should make a difference in my community
11. am committed to serve in my community
12. believe that it is important to be inform of community issues

13. plan to become involve in programs to help clean up the community issues

14. can easily get along with people

15. have the ability to lead a group of people

Thank you very much for your time and cooperation.

APPENDICES B

Validation Sheet
56
 57

APPENDICES C

LETTER OF PERMISSION TO CONDUCT SURVEY

 58

LIEZL MAE ARTOGUE, RCrim, MSCJ

Program Head - CCJE
St. John Paul II College of Davao
Ecoland Drive, Matina, Davao City

Dear Ms. Artogue:

I am writing to request permission to conduct a research study entitled:

“PATRIOTISM AS PREDICTOR ON THE CIVIC ATTITUDE OF COLLEGE
STUDENTS” If the request is granted, the researcher/researchers will proceed to
the distribution of the survey questionnaires with the allotted time of 3-5 minutes
only that the respondents can answer the research tool. It is ensured in the study
that the researcher/researchers shall adhere to the principles of confidentiality
and anonymity.

It is acknowledged in the study that any of the selected respondents to answer

the survey questionnaire can withdraw their commitment to give responses and
inputs if and only when they are not comfortable of the items in the research
instrument.

Sincerely,

RIZZA MARIE B. ODILAO

Researcher

DIANA FAITH ZAFRA, RCrim

Adviser
 APPENDICES D

EDITOR’S CERTIFICATE
CURRICULUM VITAE
 61

RIZZA MARIE B. ODILAO

Phone: 09676492707
Email: rizzamarieodilao@gmail.com
Address: 11 Sampaguita St. Ultra-Homes Matina Aplaya,
Davao City
Birthday: December 30, 1999

CAREER OBJECTIVE

 To have a job that would enable me to use my talent and skills as well as contribute to the
organization's goals and which would provide excellent opportunities for career
advancement and personal growth.

TECHNICAL SKILLS

 Microsoft Office (MS Word, Excel, PowerPoint Presentation)

 Scanning and Printing
 Internet Browsing

PERSONAL SKILLS

 Has the ability to install different soft wares

 Ability to work under pressure
 Adaptability

EDUCATION

 Fourth Year College, Bachelor of Science in Criminology (2022- Present)

St. John Paul ll College of Davao, Ecoland Drive, Matina, Davao City

 Grade 12 Technical Vocational (CSS) (2018-2019)

St. John Paul II College of Davao, Ecoland Drive Matina, Davao City

WORK EXPERIENCES
 Service Crew- McDonald’s (2019-2020)

REFERENCES:
Ebita O. Rodriguez Land Transportation Office - Chief 09688511817