Pro‐Social Commitment Among College Students

Gelineau, Victor A.; Kantor, David

doi:10.1111/j.1540-4560.1964.tb00476.x

Cited by 14 publications

(4 citation statements)

References 2 publications

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“…These results show that students recognize and appreciate community service more as a way of giving back to the community than as a way of gaining the benefits of personal satisfaction and practical experience. These results reveal that altruism is a popular motivation for participation in community service, which corroborates findings reported by Gelineau and Kantor (1969), Gillespie and King (1985), and Wiehe and Isenhour (1977).…”

Section: Discussionsupporting

confidence: 91%

College Students and Community Service: Who, With Whom, and Why?

Trudeau¹,

Devlin²

1996

J Applied Social Pyschol

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The community service volunteer vs. nonvolunteer status of 124 college students was examined in relation to motivation, gender, extraversion‐introversion, and social anxiety. Volunteers and female students were hypothesized to have higher levels of motivation to participate than were nonvolunteers and males, and to have higher levels of interest in volunteering. The data for volunteer status and gender were significant only with respect to interest in volunteering, with volunteers and females significantly more interested in volunteering than were nonvolunteers and males. Gender differences were also found for volunteering style preference and participation within particular volunteer groups. Volunteers were also hypothesized to have lower levels of extraversion and higher levels of social anxiety than nonvolunteers because socially anxious introverts were thought to seek the anxiety‐reducing structure of a volunteer activity. This hypothesis was not supported.

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Section: Discussionsupporting

confidence: 91%

College Students and Community Service: Who, With Whom, and Why?

Trudeau¹,

Devlin²

1996

J Applied Social Pyschol

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“…There have been several studies on college volunteers that typically focus on their personality traits (Chinsky 1969;Carkhuff and Truax 1966;Cowen et al 1966;Holzberg et al 1964;Gelineau and Kantor 1969;as cited in Hobfoll 1980). Trudeau and Devlin (1996) examined volunteer students in comparison with non-volunteer students, where they found significant results for their hypotheses for female volunteers, and also found that on the whole, students were more motivated by altruistic reasons.…”

Section: Study Objectivesmentioning

confidence: 98%

V for Volunteer(ing)—The Journeys of Undergraduate Volunteers

2011

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This article studies undergraduate students journeys in volunteering, and details the motivations of and challenges that these volunteers face during the journey. We conducted five focus groups on a total of 38 undergraduate volunteers, and obtained seven themes as we undertook an investigation of our three research questions. Our findings revolved around these seven themes, which ranged from motivations to experiences to challenges. Our findings have helped us understand the motivations and challenges that undergraduate volunteers have and face during the journey of volunteering. Some of these challenges are particular to a university setting, but some others can certainly be generalized to other settings. Recommendations for future research are also included.

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“…Although studies of other types of educational and social service projects have indicated the existence of different kinds of motives (Colmen, 1965(Colmen, , 1972Frisch & Gerrard, 1981;Gidron, 1978;Gidron & Griffel, 1981) and subsequent task orientations (Gelineau & Kantor, 1964), this variable has rarely been examined in the tutoring context. Moreover, while personal motives may naturally vary, projects themselves may inadvertently influence tutor motivation by the kind s of rewards they offer.…”

mentioning

confidence: 99%

Reward Salience, Assessment of Success, and Critical Attitudes Among Tutors

Fresko

1988

The Journal of Educational Research

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Results from a questionnaire administered to 1,353 college students, who were to receive a tuition rebate for tutoring disadvantaged elementary school children, indicated that external rewards were not equally salient for all tutors. Tutors could be classified into 4 motivational groups on the basis of their primary reasons for tutoring. Extrinsically motivated tutors reported less change in their tutees, and were more critical of the tutoring experience than tutors professing differing degrees of intrinsic motivation. When tutors claimed both extrinsic and intrinsic motives, their other assessments were, unexpectedly, similar to those of internally motivated tutors.

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Pro‐Social Commitment Among College Students

Cited by 14 publications

References 2 publications

College Students and Community Service: Who, With Whom, and Why?

College Students and Community Service: Who, With Whom, and Why?

V for Volunteer(ing)—The Journeys of Undergraduate Volunteers

Reward Salience, Assessment of Success, and Critical Attitudes Among Tutors

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