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It reviewed self-efficacy, group work, and time as a framework, then gathered data across three sequential phases: questionnaire, interviews, and an action research project. Sixty questionnaires were returned; eight students participated in interviews and action research. 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The aims were to explore some of the elements that might enable or constrain student activism and to facilitate the students’ opportunity to act on an issue of their choice. The three elements of self-efficacy, group work, and time were reviewed in the literature and used as a framework to gather data, the collection of which was completed in three sequential phases: a questionnaire, interviews, and an action research project. Sixty questionnaires were returned and, from these, eight students were interviewed and engaged in the action research project. Results from the questionnaire indicated that students were quite time poor with the median student spending more hours per week working than studying. Further results from the questionnaire as well as the interviews and action research project suggested that the element of self-efficacy had less of an effect on students’ activism than did group work or time, both of which were enabling when present and constraining when absent.  \nKeywords: student activism, student politics, civic education  \nIntroduction  \nThis study explored the topic of university student activism. The main research question posed was: what are some of the elements that enable or constrain students’ activism? The Encyclopedia of Activism and Social Justice states that while activism is not well defined, it ‘is action on behalf of a cause, action that goes beyond what is conventional or routine’(Martin, 2007, p. 19). Actions which are considered conventional or routine may be relative and difficult to define and so act to obscure a clearer definition; for actions which are ordinary and acceptable in one time or place might be plainly disallowed in others – universal suffrage, for example. Some important Australian educational policy can be interpreted as favouring this study. For instance,  \nThe Melbourne Declaration on Educational Goals for Young Australians, a joint declaration by all state and territory Ministers of Education describes ‘active and informed citizens’ who ‘work for the common good, in particular sustaining and improving natural and social systems’(Barr et al., 2008, p. 9), and The Shape of the Australian Curriculum: Civics and Citizenship refers to‘preparation of active and empowered citizens includ[ing] opportunities for students to…actively engage in practical citizenship activities within schools,in the community and online’(Australian Curriculum Assessment and Reporting Authority, 2012, p. 5) . Note that there is no contradiction between ‘working for the common good’ or ‘actively engaging in practical citizenship activities’ and engaging in action which is not routine.The length to which some environmentalists go to protect the natural world, which  \nvol. 59, no. 1, 2017 Student activism: An exploration of pre-service teacher engagement Jason van Tol 47  \nA U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nsustains all of life, serves as an obvious example and many others abound. The emphasis in both documents is on action and an active citizenry.  \nThe International Civic and Citizenship Education Study (ICCS) (International Association for the Evaluation of Educational Achievement, 2013), the largest international study of civic and citizenship education ever conducted (p. 5), found considerable variation with the content and method of civic and citizenship education both within and across the thirty-eight participating countries,but oneof the central outcomes of civic and citizenship education named is ‘prepar[ing] young people…to be informed and active citizens’(p. 9) . Given this outcome and the range of content and conduct considered in the ICCS, student activism, at least as it has been conceived in this study, fits quite well with","cbCaideTs6GyhEPY","https://ap.wps.com/l/cbCaideTs6GyhEPY","pdf",202820,11,"English","# Introduction\n## Background\n# Research Aim and Framework\n## Method and Data Collection\n## Findings and Discussion","[{\"question\":\"What research question does the study address?\",\"answer\":\"The study asks what elements enable or constrain students’ activism. It also aims to examine factors that might facilitate or limit students’ opportunity to act on an issue of their choice.\"},{\"question\":\"How was data collected in the three phases?\",\"answer\":\"The study collected data in three sequential phases: a questionnaire, interviews, and an action research project.\"},{\"question\":\"What factors most influenced students’ activism according to the results?\",\"answer\":\"The results suggest self-efficacy had less effect on students’ activism than group work or time. Group work and time enabled activism when present and constrained it when absent.\"}]","Student activism: An exploration of pre-service teacher engagement | PDF",1792079615,28]