Effects of Experiential Learning Programmes on Adolescent Prosocial Behaviour, Empathy, and Subjective Well-being: A Systematic Review and Meta-Analysis

Abstract

Introduction: Effective adolescent learning programmes can positively influence adolescent development and curb risky behaviour. By immersing learners in an experience, experiential learning motivates learners to reflect on the experience to transform and create new skills, attitudes and ways of thinking. However, evidence of its effectiveness in learning programs facilitating positive youth development is still lacking. The objective of this study is to (a) identify the effect of adolescent learning programmes on prosocial behaviour, empathy and subjective well-being, (b) compare the effectiveness of experiential learning programmes and non-experiential learning programmes on improving these three outcomes, and (c) evaluating the effects of age on the outcomes of adolescent learning programmes.Methods: This study was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Randomised controlled trials of learning programmes for typically developing adolescents aged 8–25 in the past 15 years were identified, and assessed for quality with the Physiotherapy Evidence Database (PEDRO) scale. One thousand ninety-six records were screened with the inclusion and exclusion criteria, and 20 studies were adopted for this meta-analysis. The standardised mean difference and 95% confidence interval (CI) of the effect of experiential learning program on empathy, prosocial behaviour, and subjective well-being were examined. Sub-group analysis based on age was conducted to examine the effects of experiential learning on adolescents in different stages of life.Results: Experiential learning programmes were more effective than non-experiential learning programmes in improving empathy [d = 0.65 (0.07, 1.23)] and subjective well-being [d = 0.46 (0.33, 0.59)]. The effect sizes of the three outcomes in non-experiential learning programmes were non-significant. Studies conducted on older adolescents had the most significant improvements in the three outcomes.Conclusions: Results suggest the broader application of experiential learning in adolescent learning programmes for older adolescents in the future to promote positive youth development.

Effect of a school-linked life skills intervention on adolescents' sexual and reproductive health skills in Guji zone, Ethiopia (CRT)—A generalized linear model

“…According to the findings, life skills are projected to increase by 1.915 for each additional training session provided on each day during the school-linked life skills intervention program. These findings, consistent with studies conducted in Thailand, India, and Ethiopia ( 14 , 15 , 42 ), implies that experiential learning programs tend to be more effective than non-trial learning methods.…”

The Emergency of Prosociality: A Developmental Perspective on Altruism and Other Prosocial Behavior in the Face of Disaster

“…Instant unity in the aftermath of a disaster is often followed by low levels of perceived social support within the affected community in the subsequent 15 to 18 months (Kaniasty & Norris, 2004). Additionally, despite the rare cases in which prosocial behavior has been shown to increase after in-school social-emotional learning programs for children and adolescents (see Caprara et al, 2014, for positive increases but Chan et al, 2021, for an opposite finding), the transfer from typical situations to emergencies remains untested.…”

Can repeated and reflective prosocial experiences in sport increase generosity in adolescent athletes?

“…Second, there is little rigorous experimental evidence examining whether repeatedly reflecting on prosocial behavior in EPIs causes lasting changes in adolescents' generous behavior. While some experiments have examined the efficacy of these programs (see Chan et al, 2021 and Table 2 for a comprehensive list), none have examined the unique causal impact that reflecting on prosocial activities has on adolescents' prosocial development. In fact, a substantial proportion of the literature that examines the relationship between adolescent-based EPIs and generosity is correlational and does not provide causal evidence at all (e.g., Ahmed & Olberding, 2007;Macke et al, 2015;McDougle et al, 2016;Millisor & Olberding, 2009;Olberding, 2009Olberding, , 2012; see also Mao, 2021).…”