ERIC Number: EJ1089147
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 63
The Relationship between Perceived Transformative Class Experiences and Subsequent Prosocial Intentions
Harrell-Levy, Marinda K.; Kerpelman, Jennifer L.
Education Research and Perspectives, v42 p429-458 2015
The present study tested a model showing how different aspects of high school courses focusing on social justice and prosocial development predicted prosocial intentions of students (N = 362) 2 to 29 years after they had completed the courses. Results indicated that students reporting more transformative class experiences (higher critical self-reflection, more charismatic forms of instruction, and relatable course content and methods) were significantly higher on prosocial intentions than students who did not. Unexpectedly, more well-integrated service learning did not directly predict higher prosocial intentions. Implications for gender and SES were explored. Overall, results suggest that certain parts of such classes can predict prosocial development.
Descriptors: High School Students, Prosocial Behavior, Social Justice, Social Development, Intention, Transformative Learning, Student Experience, Service Learning, Gender Differences, Socioeconomic Status, Student Attitudes, Courses, Correlation, Empathy, Rating Scales
University of Western Australia. 35 Stirling Highway Crawley, Perth, 6009 Australia. Tel: +61-8-6488-2388; Fax: +61-8-6488-1052; e-mail: email@example.com; Web site: http://www.education.uwa.edu.au
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A