Department of Human Development and Family Studies (HDFS), Colorado State University, 424 Behavioral Sciences, Fort Collins, CO, 80523, USA,
Am J Community Psychol. 2013 Dec;52(3-4):236-48. doi: 10.1007/s10464-013-9589-z.
Service learning is increasingly being used as a pedagogical strategy for promoting the development of civic-mindedness among university students. Despite the use of this strategy, little is known about the benefits derived from specific types of service-learning experiences. Additionally, few notable studies have examined the unique outcomes experienced by mentors of at-risk youth. Therefore, this study examines the civic-related benefits that college students derive from mentoring at-risk youth within a structured, service-learning course. A series of linear regression models were estimated to determine if there were significant post-intervention differences between the treatment and comparison condition for the variables of interest, after adjusting for key background factors and pre-intervention levels of all variables. The results indicated that, in comparison to college students who did not participate in the course (n = 258), college student in Campus Corps, a youth mentoring program, (n = 390) had significantly higher scores at post-intervention regarding mentors' civic attitudes, community service self-efficacy, self-esteem, interpersonal and problem solving skills, political awareness, and civic action. Findings hold important implications for youth mentoring programs and future research.
服务学习越来越多地被用作一种教学策略，以促进大学生的公民意识发展。尽管使用了这种策略，但对于从特定类型的服务学习经验中获得的好处知之甚少。此外，很少有引人注目的研究考察了处于危险中的青年导师所经历的独特结果。因此，本研究考察了大学生在结构化的服务学习课程中辅导处于危险中的青年所获得的与公民相关的益处。为了确定在调整了关键背景因素和所有变量的干预前水平后，感兴趣的变量在干预后处理条件和对照组之间是否存在显著差异，估计了一系列线性回归模型。结果表明，与未参加课程的大学生（n=258）相比，青年辅导计划 Campus Corps 的大学生（n=390）在干预后在导师的公民态度、社区服务自我效能感、自尊、人际交往和解决问题的能力、政治意识和公民行动方面的得分显著更高。研究结果对青年辅导计划和未来的研究具有重要意义。
