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Personal and family factors related ...

Michigan State University.

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Personal and family factors related to service learning in an undergraduate course on diversity.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Personal and family factors related to service learning in an undergraduate course on diversity./
作者:	Zawacki, Kathleen G.
面頁冊數:	153 p.
附註:	Chair: Esther E. Onaga.
Contained By:	Dissertation Abstracts International59-01A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9822787
ISBN:	9780591744682

Personal and family factors related to service learning in an undergraduate course on diversity.
Zawacki, Kathleen G.

Personal and family factors related to service learning in an undergraduate course on diversity. - 153 p.

Chair: Esther E. Onaga.

Thesis (Ph.D.)--Michigan State University, 1997.

These findings suggest that incorporating service-learning activities within college courses can enhance learning. Further work using a larger sample coupled with a longitudinal and multi-method design would explain the nature of these results.

ISBN: 9780591744682Subjects--Topical Terms:

543175
Education, Higher.

Personal and family factors related to service learning in an undergraduate course on diversity.
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245 1 0 $a Personal and family factors related to service learning in an undergraduate course on diversity.
300 $a 153 p.
500 $a Chair: Esther E. Onaga.
500 $a Source: Dissertation Abstracts International, Volume: 59-01, Section: A, page: 0107.
502 $a Thesis (Ph.D.)--Michigan State University, 1997.
520 $a These findings suggest that incorporating service-learning activities within college courses can enhance learning. Further work using a larger sample coupled with a longitudinal and multi-method design would explain the nature of these results.
520 $a The purpose of this study was to explore the significance of selected personal and family factors in the decision of college students to engage in community service. The subjects were selected from an undergraduate course on U.S. diversity (ISS 335). Two topic areas were explored with quantitative procedures: global identity and attachment, and three themes were explored through qualitative analyses of focus groups: caring, identity, and diversity.
520 $a For the quantitative findings, students completed a packet of self-report measures at the end of the course in 1995 and again two years later. Data on global identity were collected during both times while the data on attachment were collected only during the follow-up. Subjects were divided into three groups: (a) Group 1, Service-Learning related to the course; (b) Group 2, No Service; and (c) Group 3, Prior Service not related to the course. Results are based on a sample of 74 questionnaires representing a total response rate of 67.3%. Significant differences between the three groups in rate of responding was itself a significant finding. Students who volunteer their time to engage in service activity were more inclined to cooperate in being a part of a study related to the topic. The results of the qualitative analyses support this finding for the service groups (Group 1 and 3) by describing how these students care about their environment as well as their perceptions about how they learned to care for others.
520 $a The data on global identity were based on two subscales: ideological and interpersonal. Chi-square analyses yielded significant growth in the ideological subscale but no change in the interpersonal subscale between 1995 and 1997. More specifically, significant differences were found in ideological exploration for Groups 1 and 2 while the findings are equivocal for Group 3. The data clearly show that for the ideological subscale, growth appears to be related to the community service experience, especially for students who volunteered for service learning.
520 $a The results on attachment yielded surprising yet important findings. One-way ANOVAs did not yield significant mean differences between Groups 1, 2, and 3 for attachment relations to either parent. However, the three groups had significantly different variances. There was greater variance in the Service Groups (Groups 1 and 3) than in the Non-Service Group (Group 2). This finding suggests that there are some students who, despite the lower/weaker reported attachment to their parents, engage in community service activities. It could be that the Service Group of students are in effect representing two separate populations of students: one group who become attracted to community service as a way of connecting to others to compensate for weaker attachments with their parents (a resilient group of students); and another group of students who become attracted to community service as a form of modeling civic responsibility that they learned from their parents while still living at home. The results from the qualitative data support this interpretation.
590 $a School code: 0128.
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650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Sociology, Individual and Family Studies. $3 626655
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791 $a Ph.D.
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