A Quantitative, Pilot Investigation of a Service-Learning Trip as a Platform for Growth of Empathy
A Quantitative, Pilot Investigation of a Service-Learning Trip as a Platform for Growth of Empathy
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DOI：
10.1109/weef-gedc.2018.8629666
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发表时间：
2018-11
期刊：
影响因子：
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通讯作者：
T. Carroll;Linjue Wang;D. Delaine
中科院分区：
文献类型：
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作者：
T. Carroll;Linjue Wang;D. Delaine
本研究以服务学习为平台，以促进工科大学生共情成长为目的，采用多方法研究，对服务学习与共情成长的关系进行定量研究。本研究的定性结果先前已经证明了服务学习活动的潜力，以支持发展的同理心，利用群体动态，与社区的互动，和自我反思。一个重复的措施设计使用戴维斯的人际关系指数（IRI）管理的14名本科生参与者之前和之后的服务学习经验。探索性的定量研究结果表明，潜在的服务学习和使用的反思作为一个平台，为共情的增长，特别是在IRI结构的共情的关注和观点，提出。这些研究结果，沿着相关的局限性，证明了进一步调查的重要性，使用服务学习，和其他社区参与的学生学习（CESL）活动作为平台，本科工程专业学生之间的共情发展。
This work presents the quantitative findings from a multi-method study investigating service-learning as a platform to promote empathy growth within engineering undergraduates. Qualitative results from this study have previously demonstrated the potential of service-learning activities to support the development of empathy by leveraging group dynamics, interactions with the community, and self-reflection. A repeated measures design using the Davis’ Interpersonal Relativity Index (IRI) was administered to the 14 undergraduate student participants before and after a service learning experience. Exploratory quantitative findings indicating the potential of service-learning and the use of reflection as a platform for the growth of empathy, particularly within the IRI constructs of empathic concern and perspective taking, are presented. These findings, along with associated limitations, demonstrate the importance of further investigation into the use of service-learning, and other community-engaged student learning (CESL) activities as platforms for empathy development among undergraduate engineering students.