Evaluation and lessons learned from an undergraduate service learning course providing youth-focused relationship education

McElwain, Alyssa; Finnegan, Vanessa; Whittaker, Angela; Kerpelman, Jennifer L.; Adler‐Baeder, Francesca; Duke, Adrienne M.

doi:10.1016/j.evalprogplan.2016.06.002

Cited by 14 publications

(15 citation statements)

References 19 publications

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“…Parents who learn and develop these skills gain confidence and competence with maintaining a healthy parenting relationship, which in turn may help them to provide a stable family for their child, whether or not they choose to remain in a romantic relationship. Although the importance of youth-focused relationship education has gained interest (McElwain et al, 2016), programs for adolescent parents typically target mothers only and do not often focus on the couple as a parenting team, with certain exceptions (e.g., Lewin et al, 2015). Additionally, in situations where cooperative coparenting is not present, programs may encourage disengaged or parallel coparenting among parents as a method for maximizing child contact for both parents (Waller, 2012).…”

Section: Discussionmentioning

confidence: 99%

Cooperative, Compromising, Conflictual, and Uninvolved Coparenting Among Teenaged Parents

Mallette

Futris

Brown

et al. 2019

Journal of Family Issues

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Adolescent parents often maintain a coparenting relationship that is characterized by frequent conflict and unhealthy communication. However, in relationships with less conflict and more cooperation, adolescent mothers display well-being and greater self-acceptance, while young fathers are more likely to be involved with their children. Based on human, financial, and social capital theory that reinforces the influence of parents’ investments on family processes and well-being, we examined how capital was related to coparenting behaviors, and how coparenting related to parental functioning. We examined data from 125 adolescent mothers who attended a program for pregnant/parenting teens. Using a latent profile analysis, we (1) identified patterns of coparenting; (2) examined social, financial and human capital resources; and (3) evaluated between-group differences in parental functioning. Results indicated four unique patterns of coparenting based on adolescent mothers’ reports, which were associated with indicators of social, financial, and human capital and between-group differences in parental functioning.

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Section: Discussionmentioning

confidence: 99%

Cooperative, Compromising, Conflictual, and Uninvolved Coparenting Among Teenaged Parents

Mallette

Futris

Brown

et al. 2019

Journal of Family Issues

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“…In fact, the one-group pretest-posttest design has been widely used in educational settings including the college contexts (Ma et al 2019;Yang et al 2013). For example, researchers used this research design to investigate changes in high school students after receiving a relationship education program (McElwain et al 2016). Fagginger Auer, Hickendorff, and van Putten (2018) also used this research method to explore the effectiveness of a training program in increasing students' written strategy choices and performance.…”

Section: The Present Studymentioning

confidence: 99%

Promoting Service Leadership Qualities and Well-Being among University Students: Evaluation Findings in Hong Kong

Zhu

Shek

2021

Applied Research Quality Life

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Service leadership education initiatives have been launched in Hong Kong to meet the emerging demand for service leaders and enhance university students’ well-being through nurturing not only competence but also good character and caring disposition. However, rigorous evaluation work based on validated assessment tools has not been adequately carried out to examine whether student well-being and service leadership qualities would increase after the learning process. Using a one-group pretest-posttest design, this study investigated the effectiveness of a credit-bearing subject entitled “Service Leadership” implemented in one university in Hong Kong. Based on the responses of 114 participants (49.1% boys, Age = 20.21 ± 2.96 years), it was found that students showed improvement in service leadership knowledge, attitude, and behavior after taking the subject. In addition, their life satisfaction and positive youth development attributes as indicators of well-being also significantly increased. Furthermore, the increase in well-being among students was closely associated with their attitudinal and behavioral changes but not knowledge acquisition. The present findings imply that a formal curriculum-based leadership course can be a promising way to promote student service leadership qualities and well-being.

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“…Con respecto a la capacidad de aprendizaje y retención del conocimiento, la aplicabilidad fue un factor de gran relevancia. McElwain et al (2016) enfatizan en que un elemento clave para que el usuario aprenda y tenga empatía con la información es la capacidad de aplicarlo en sus actividades diarias. La constante reiteración de un concepto o elemento facilita la capacidad de retención de la información, por esta razón, en varias temáticas el aspecto práctico presentó mejores retenciones en comparación con la parte teórica; lo cual se evidenció en las curvas de CTR (figura 2).…”

Section: Discusión Caracterización Del Aprendizajeunclassified

Análisis perceptual del proceso de transferencia de conocimiento en maderas a instituciones en Costa Rica

Vargas-Fonseca

Valverde²,

Camacho-Cornejo

et al. 2021

Colomb. for.

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Se analizó de forma perceptual la transferencia de conocimiento en tecnología de la madera en instituciones educativas estatales de Costa Rica. Se realizaron capacitaciones activo-pasivas en temas de secado, preservado y calidad de la madera, llevando a cabo tres evaluaciones de aprendizaje (precurso, postcurso y 30 semanas luego del postcurso). Con estas se valuó la percepción, conocimiento adquirido y limitaciones de los sistemas empleados. Se obtuvo una gran similitud entre las temáticas de secado y preservado con conocimientos previos superiores al 65 %, aprendizajes del 85 % y retenciones de conocimiento del 75 %; caso contrario se evidenció con la temática de calidad, la cual presentó un conocimiento previo del 20 %, aprendizaje del 83.5 % y retención del 75.6 %; los temas de secado y preservado mostraron la mejor percepción, considerados como simples, aplicables, útiles y entendibles; mientras que el tema de calidad se consideró complicado, complejo, inaplicable pero útil. Finalmente, se encontró que el aprendizaje de secado y preservado debe ser una combinación de 50 %-50 % entre teoría-práctica; mientras la calidad debería ser 25 %-75 % teoría-práctica.

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Evaluation and lessons learned from an undergraduate service learning course providing youth-focused relationship education

Cited by 14 publications

References 19 publications

Cooperative, Compromising, Conflictual, and Uninvolved Coparenting Among Teenaged Parents

Cooperative, Compromising, Conflictual, and Uninvolved Coparenting Among Teenaged Parents

Promoting Service Leadership Qualities and Well-Being among University Students: Evaluation Findings in Hong Kong

Análisis perceptual del proceso de transferencia de conocimiento en maderas a instituciones en Costa Rica

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