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A systematic meta-analysis and meta-synthesis of the impact of service-learning programs on university students’ empathy
Educational Research Review ( IF 11.7 ) Pub Date : 2022-11-06 , DOI: 10.1016/j.edurev.2022.100490
Chloe S. Gordon, M.A. Pink, H. Rosing, S. Mizzi

Higher education institutions seek not only to prepare students for their chosen profession, but also to develop graduates that are civic minded and make a positive social impact. The purpose of this paper is to review the literature on whether participation in service-learning leads to students reporting increased empathy. The study also examines the features within a service-learning placement that contribute to development of empathy. The review followed the 2020 Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement. The authors searched Scopus, ERIC (EBSCOhost), PsycInfo, CINAHL, Web of Science, Medline Complete, Google Scholar and specific service-learning journals not indexed in major databases for studies published before Nov 23, 2020 that met the Bringle and Hatcher (1995) definition of service-learning and measured change in, or development of, empathy. Of 662 records identified, 35 met the inclusion criteria and were included in the review. Overall, across the 14 studies included in the meta-analysis, there was a significant small effect for increase in empathy for those who participated in service-learning compared to those who did not (g = 0.261) and from pre to post service-learning (g = 0.176). Across the 21 qualitative studies, the main feature which appeared to contribute to the development of students’ empathy was direct interactions with the community. This paper provides insight into the efficacy of service-learning as a pedagogy and contributes to our understanding of the educational value of service-learning for universities. We conclude with avenues for future research and implications for practice.



中文翻译:

服务学习计划对大学生同理心影响的系统荟萃分析和荟萃综合分析

高等教育机构不仅要为学生准备他们所选择的职业,还要培养具有公民意识并产生积极社会影响的毕业生。本文的目的是回顾关于参与服务学习是否会导致学生报告增加同理心的文献。该研究还检查了服务学习安置中有助于发展同理心的特征。该审查遵循 2020 年系统审查和元分析 (PRISMA) 声明的首选报告项目。作者搜索了 Scopus、ERIC (EBSCOhost)、PsycInfo、CINAHL、Web of Science、Medline Complete、Google Scholar 和未在主要数据库中索引的特定服务学习期刊,以获取 11 月 23 日之前发表的研究,2020 年符合 Breingle 和 Hatcher (1995) 对服务学习的定义,并衡量了同理心的变化或发展。在确定的 662 条记录中,有 35 条符合纳入标准并被纳入审查。总体而言,在荟萃分析中纳入的 14 项研究中,与未参加服务学习的人相比,参加服务学习的人对同理心的增加影响很小(g  = 0.261)和从服务学习前到服务学习后(g  = 0.176)。在 21 项定性研究中,似乎有助于培养学生同理心的主要特征是与社区的直接互动。本文提供了对服务学习作为一种教学法的有效性的洞察,并有助于我们理解服务学习对大学的教育价值。我们总结了未来研究的途径和对实践的影响。

更新日期:2022-11-11
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