Longitudinal Gains in Civic Development through School-Based Required Service
Longitudinal Gains in Civic Development through School-Based Required Service
复制标题
通过校本所需服务实现公民发展的纵向收益
DOI：
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发表时间：
2005
期刊：
影响因子：
--
通讯作者：
J. Youniss
中科院分区：
文献类型：
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作者：
E. Metz;J. Youniss
尽管最近的数据表明，美国26%的公立高中要求学生参与社区服务或服务学习，但几乎没有经验证据支持这种政策。在本研究中，连续的高中生队列，一个没有（n = 174）和两个有社区服务要求（n = 312），对公民态度和行为的测量进行了纵向比较。每个队列都是根据每个学生自愿服务的意愿来划分的。有服务倾向的学生在各项测试中得分都很高，达到要求后没有任何优势。然而，那些不太愿意服务的学生在完成学业后，在四项公民指标中有三项表现出明显的进步。虽然他们的得分与那些在11年级没有要求的不太倾向的同龄人一样低，但在12年级完成规定的40小时后，他们的得分与同龄人有所不同。这个准自然的实验为以下论点提供了支持：一个设计良好的服务项目可以对非自我选择的青少年的公民发展产生明显的好处。
Despite recent figures indicating that 26% of public high schools in the United States require student involvement in community service or service learning, there is little empirical evidence to support such policies. In the present study, successive cohorts of high school students, one without (n = 174) and two with a community service requirement (n = 312), were compared longitudinally on measures of civic attitudes and behaviors. Each cohort was divided according to individual students’ inclinations to serve voluntarily. Students already inclined to serve scored high on all measures throughout and showed no advantage after meeting the requirement. However, students who were less inclined to serve showed marked gains on three of four civic measures after completing their requirement. Whereas they scored as low as their less-inclined counterparts who had no requirement during grade 11, they differed from their counterparts after serving the mandated 40 hours during grade 12. This quasi-natural experiment provides support for the argument that a well-designed service program can have a clear benefit in civic development for nonself-selected youth.
走向积极的青年发展心理学。
DOI：
10.1037//0003-066x.55.1.170
发表时间：
2000
期刊：
The American psychologist
影响因子：
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作者：
Larson,RW
通讯作者：
Larson,RW