The implementation of the common market is considered as one of the large achievements of the European unification process. In a democracy market economy requires social legitimacy. Since its functional conditions are relatively complex, formal economic education is assumed to be a prerequisite for understanding them. In that context we propose that people’s value judgements on market economy will only be appropriate if a conceptual understanding of its mechanisms is present, and the same applies to responsible civic participation. From that point of view, value judgements and attitudes towards market economy depend on economic competence. Various national and international empirical studies indicate on the one hand “deficits” in Economic Literacy and, on the other hand, a substantial scepticism about market economy and about European economic policy measures. They are often regarded as bureaucratic or even as threatening one’s living. Therefore it sounds plausible to assume a connection between economic knowledge and the level of agreement with European economic policy. Besides other factors play a role in the perception of social institutions. For example, the “International Social Justice Project” (ISPJ) or the “World Values Survey” (WVS) suggest a cultural stamp that indicates value judgements. Further factors can be the individual level of cognitive development or the socio-economic background of the particular person. Finally, economic competence itself will be influenced by curricular and organizational conditions. The extent of economic education varies across Europe. In England, for example, “Economic and Industrial Understanding” is one of the cross-curricular themes, the situation in Germany is very heterogeneous as a result of the federal constitution, and in Hungary economic studies aren’t even taught in secondary schools. One goal of our research is to develop an ‘influence model’ on the basis of analyzing existing research results. The model is to reflect the connection between perception and evaluation of market phenomena and the degree of economic competence. It will include moderating variables like schooling conditions or attitudes. An instrument for a comparative European survey of pupils in secondary schools will be developed on the basis of that model. The conference paper gives an analysis of relevant research results and proposes the influence model. The model will construct indicators based on datasets like, for example, the “Test of Economic Literacy” (TEL), the ISJP and the WVS. From this, suggestions regarding the connection between economic competence, value-judgements and moderating variables will be made. The paper concerns the central objectives of economic didactics. Economic education aims to empower pupils with competence to evaluate and to decide on economic situations. Evaluating as an economically aware citizen is part of it. The assumed correlation between domain-specific knowledge and economic value-judgements is fundamental to the legitimation of economic education. We are currently looking for the funding of an international comparison in several European Union countries. It promises clarification of influence mechanisms, deficits and their systematic relation. The results could initiate improvements in economic education as part of Civic Education. The data could lead to further developments in the curricula.

influence model - that reflects the connection between perception and evaluation of market phenomena and the degree of economic competence and - that includes moderating variables