The effects of the first year of college on undergraduates' development of altruistic and socially responsible behavior

Abstract

1The present study examines the effects of first-year college experiences on undergraduate students' development of altruistic and socially responsible behavior -a critical college outcome that leads to significant public or external benefits and support.Furthermore, this study examines whether the effects of first-year college experiences on altruistic and socially responsible behavior vary between first-generation and non-firstgeneration students. To guide the study's investigation, human, social, and cultural capital theory are used as conceptual frameworks and college impact models -including Astin's Input-Environment-Outcome model, Pascarella's General Model for Assessing Change model, and Weidman's model of undergraduate socialization -serve as a theoretical guide. Using longitudinal, pretest-posttest data from the Wabash National Study of Liberal Arts Education, ordinary least squares regressions are utilized to estimate the effects of the college experience on first-year students' altruism and social responsibility. Findings from these analyses suggest that a number of first-year college experiences and participation in vetted good practices significantly contribute to undergraduates' development of altruistic and socially responsible behavior. Abstract Approved: _______________________________________________ Thesis Supervisor

Prosocial growth during college: Results of a national study

“…Such interactionssustained in a context of reflection-may provide the cognitive challenge and social support necessary for ethical and prosocial development. Consistent with such a view, studies suggest that education is one of the strongest predictors of altruism (Padgett, 2011;Putnam, 2000). Musil (2009) has argued that there are currently three important reform elements in higher education: diversity, global learning, and civic engagement.…”

“…Social capital theory may provide a related explanation of our findings that study abroad, service-learning, diversity interactions and active learning experiences predict prosocial outcomes. Putnam (2000) and Padgett (2011) emphasize the role of social capital-especially forms that engage persons in new social groups-in fostering altruism. Higher education is uniquely situated to engage students in novel social contexts of reciprocity, providing opportunities to experience new world views and care for those they come to know.…”

“…In other research, attending a religiously affiliated institution (relative to a nonsectarian institution) was associated with increases in prosocial orientation Rhee & Dey, 1996). However, some of the most commonly studied institutional attributes, including selectivity, size and type, are often unrelated or weakly related to prosocial orientation (Astin, 1993;Padgett, 2011).…”

The First Year Colloquium: Creating a Safe Space for Students to Flourish

“…It is also a time when many young people experience anxiety, stress and a decreased sense of personal wellbeing (Eagan, et al, 2015;American College Health Association, 2015). An abundance of research has shown how important the first-year experience is for the development of not just academic and intellectual skills but for the formation of the students' emotional, social, physical and spiritual wellbeing (Upcraft and Gardner, 1989;Padgett, 2011;Bowman, 2010). Consequently, the first year presents an important opportunity for faculty and staff to engage with the students and help them build life-long cognitive and learning skills, a sense of responsibility and altruism, as well as critical life skills (Pascarella & Terenzini, 2011;Padgett 2011).…”

The impact of co-curricular involvement on college students' need for cognition

“…The federal government determines student's eligibility to receive this money based on their completion of the Free Application for Federal Student Aid (FAFSA). Due to the explicit requirements for students to receive this money, past research studies found this question to be a sufficient proxy for SES (Padgett, 2011;Salisbury, Paulsen & Pascarella, 2011). The institution also provided students' ACT score or SAT equivalent score.…”