Service Learning in Life-Span Developmental Psychology: Higher Exam Scores and Increased Empathy
Service Learning in Life-Span Developmental Psychology: Higher Exam Scores and Increased Empathy
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终身发展心理学中的服务学习：更高的考试分数和增强的同理心
DOI：
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发表时间：
2007
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通讯作者：
B. Lundy
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文献类型：
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作者：
B. Lundy
本文描述了一项研究，旨在评估服务学习对终身发展课程中的考试成绩和情感同理心的影响。服务学习是课程中提供的3个项目选项之一;其他项目包括访谈项目和研究论文。除了第一次考试外，服务学习学生的分数明显高于完成其他项目的学生。此外，只有服务学习组表现出显着增加的情绪同理心测量的情绪同理心倾向量表（EETS; Mehrabian & Epstein，1972）。我讨论的结果在实践经验，反思和情感共情之间的关系。
This article describes research conducted to evaluate the impact of service learning on exam scores and emotional empathy in a life-span development course. Service learning was 1 of 3 project options offered in the course; others included an interview project and a research paper. With the exception of the first exam, scores were significantly higher for the service-learning students compared to those who completed other projects. In addition, only the service-learning group demonstrated a significant increase in emotional empathy as measured by the Emotional Empathetic Tendency Scale (EETS; Mehrabian & Epstein, 1972). I discuss the results in terms of the relations among practical experience, reflection, and emotional empathy.