Service learning places teaching and learning in a social context, facilitating socially responsive knowledge. The purposes of this meta-analysis were to summarize evidence on (a) extent and types of change in participants in service learning programs, (b) specific program elements (moderators) that affect the amount of change in participants, and (c) generalizability of results across educational levels and curricular versus noncurricular service. We included 103 samples and found positive changes for all types of outcomes. Changes were moderate for academic outcomes, small for personal outcomes and citizenship outcomes, and in between for social outcomes. Programs with structured reflection showed larger changes and effects generalized across educational levels. We call for psychologists to increase their use of service learning, and we discuss resources for doing so.
The term "environmental problem" exposes a fundamental misconception: Disruptions of Earth's ecosystems are at their root a human behavior problem. Psychology is a potent tool for understanding the external and internal drivers of human behavior that lead to unsustainable living. Psychologists already contribute to individual-level behavior-change campaigns in the service of sustainability, but attention is turning toward understanding and facilitating the role of individuals in collective and collaborative actions that will modify the environmentally damaging systems in which humans are embedded. Especially crucial in moving toward long-term human and environmental well-being are transformational individuals who step outside of the norm, embrace ecological principles, and inspire collective action. Particularly in developed countries, fostering legions of sustainability leaders rests upon a fundamental renewal of humans' connection to the natural world.
Little research attention has focused on the job‐search behavior of minimally educated workers. The primary objective of the studies reported was to examine the relationship of self‐reported assertive job‐hunting behavior to acquisition of employment among minimally educated workers. The results of three studies provide: (a) construct validity evidence for the Assertive Job‐Hunting Survey (AJHS; Becker, 1980), (b) evidence for construct similarity across minimally educated job seeker and college student populations, (c) evidence of a significant relationship between the AJHS and both subjective and objective job acquisition criteria in postdictive and predictive research designs, and (d) evidence that the AJHS, a measure of a non‐cognitive variable, can make a unique contribution to the prediction of job acquisition beyond cognitive ability measures.
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