College Students' Moral and Prosocial Responsibility: Associations with Community Engagement Experiences

Autor/inn/en	Hudson, Tara D.; Brandenberger, Jay
Titel	College Students' Moral and Prosocial Responsibility: Associations with Community Engagement Experiences
Quelle	In: Journal of Experiential Education, 46 (2023) 1, S.52-79 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hudson, Tara D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/10538259221090599
Schlagwörter	Moral Values; Prosocial Behavior; Social Responsibility; Democratic Values; Higher Education; Citizenship Responsibility; Educational Experience; Community Involvement; Student Attitudes; Social Differences; Service Learning; Outcomes of Education; Predictor Variables; Student Development; Self Concept Measures; College Students; Indiana + Suchen Sie Ihr Suchwort? Moral value; Ethischer Wert; Soziale Verantwortung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungserfahrung; Schülerverhalten; Sozialer Unterschied; Service-Learning; Lernleistung; Schulerfolg; Prädiktor; Collegestudent
Abstract	Background: Social responsibility and democratic citizenship are essential outcomes of a college education. Yet limited research has examined how college experiences may relate to students' moral and prosocial development, qualities that ground responsibility and citizenship. Purpose: This research sought to identify the college experiences, including six types of community engagement, associated with moral and prosocial developmental outcomes. Methodology/Approach: Participants (n = 675) completed a survey consisting of items addressing their college experiences, attitudes and beliefs concerning social inequity and responsibility toward others, and six moral and prosocial outcomes. Blocked regression models assessed relationships between predictor variables (experiences and attitudes/beliefs) and the outcomes. Findings/Conclusions: Participation in public service was the only community engagement experience to predict any of the six outcomes. Rather, the attitudes and beliefs students hold seem to have a much greater relationship with moral and prosocial outcomes. Implications: Students' existing attitudes and orientations to moral and prosocial concerns may determine which types of community engagement experiences they are attracted to and how these experiences may influence students' development. Colleges and universities should therefore provide multiple modes of participation in community engagement rather than assuming a single type of engagement fosters all students' development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01