Social and Cognitive Outcomes of Service-Learning: Results from a Pre-Post and Control Group Comparison

Rebecca G. Ryan

Social and Cognitive Outcomes of Service-Learning: Results from a Pre-Post and Control Group Comparison

Rebecca G. Ryan

Psychology

Research output: Contribution to journal › Article › peer-review

Abstract

Students in an undergraduate course opted to either complete a service-learning project or write article summary papers over the course of a semester. Analyses revealed a significant increase in aspects of empathy, social responsibility, and community and personal involvement in the service-learning group, but not in the control group. The findings are discussed in terms of the social and cognitive benefits of service-learning and considerations of incorporating service-learning into a gerontology-related course.

Original language	American English
Journal	Journal of Community Engagement and Higher Education
Volume	9
State	Published - Jan 1 2017

Disciplines

Psychiatry and Psychology
Psychology

Keywords

community engagement
empathy
social responsibility

Access to Document

https://discovery.indstate.edu/jcehe/index.php/joce/article/view/406

Cite this

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title = "Social and Cognitive Outcomes of Service-Learning: Results from a Pre-Post and Control Group Comparison",

abstract = " Students in an undergraduate course opted to either complete a service-learning project or write article summary papers over the course of a semester. Analyses revealed a significant increase in aspects of empathy, social responsibility, and community and personal involvement in the service-learning group, but not in the control group. The findings are discussed in terms of the social and cognitive benefits of service-learning and considerations of incorporating service-learning into a gerontology-related course.",

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AB - Students in an undergraduate course opted to either complete a service-learning project or write article summary papers over the course of a semester. Analyses revealed a significant increase in aspects of empathy, social responsibility, and community and personal involvement in the service-learning group, but not in the control group. The findings are discussed in terms of the social and cognitive benefits of service-learning and considerations of incorporating service-learning into a gerontology-related course.

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KW - empathy

KW - social responsibility

UR - https://digitalcommons.georgiasouthern.edu/psych-facpubs/131

UR - https://discovery.indstate.edu/jcehe/index.php/joce/article/view/406

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JO - Journal of Community Engagement and Higher Education

JF - Journal of Community Engagement and Higher Education

ER -

Social and Cognitive Outcomes of Service-Learning: Results from a Pre-Post and Control Group Comparison

Abstract

Disciplines

Keywords

Access to Document

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