Title: Effects of an undergraduate program to integrate academic learning and service: cognitive, prosocial cognitive, and identity outcomes
Abstract: The present study investigated the effects of key characteristics of service-learning experiences (such as autonomy, instructional support for the experience, and so on) the cognitive, moral, and ego identity development of undergraduates. Participants in service-learning courses and control students wrote pre-responses to social problems. Service-learning students also completed weekly journals and an evaluation of their experiences. Results revealed significant gains for the service-learning participants on certain cognitive dimensions, such as awareness of multidimensionality. Aspects of the experience predicted cognitive gains as well as gains in prosocial reasoning. Paired t-tests revealed significant increases in prosocial decision-making, prosocial reasoning and identity processing.
Publication Year: 1994
Publication Date: 1994-08-01
Language: en
Type: article
Indexed In: ['crossref']
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Cited By Count: 337
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