Cultural universality and specificity of student engagement in school: The results of an international study from 12 countries

The Hong Kong subproject was supported by the Quality Education Fund of the Education Bureau in Hong Kong, whereas the Portuguese subproject was supported by the Portuguese Foundation for Science and Technology and by the Institute of Education of the University of Lisbon. The data of this paper were part of the data collected in a multinational project initiated by the International School Psychology Association.

The Proactive International Dimension and the Breakdown of Authoritarian Regimes

There is international consensus among scholars that democratic transitions are multicausal processes in which both internal and international variables are involved (Pridham 1991, 1995; Whitehead 1996; Schmitter 1996; Linz and Stepan 1996; Carothers 1999; Morlino and Magen 2008; Grilli di Cortona 2009). This chapter is limited, on the one hand, to the dependent variable consisting solely of the crisis/breakdown/transformation of non-democratic regimes in the Third Wave of democratization, and, on the other hand, to an independent variable identified solely with the international dimension of democratic transition. This factor, which can be termed the Proactive International Dimension (PID), specifically concerns that combination of actions or processes, produced by one or more international actors, that, intentionally or not, cause or contribute to the crisis/breakdown/transformation of a non-democratic regime.