Brewer Sarah E, Nicotera Nicole, Veeh Chrisopher, Laser-Maira Julie Anne
a University of Colorado Denver , Department of Family Medicine, ACCORDS , Aurora , Colorado , USA.
b University of Denver, Graduate School of Social Work , Denver , Colorado USA.
J Am Coll Health. 2018 Nov-Dec;66(8):720-730. doi: 10.1080/07448481.2018.1440567. Epub 2018 Mar 30.
Emerging adulthood is an important phase in the transition to adulthood. Emerging adults experience minimal social control and incomplete development of executive functioning leaving this age-group at risk for misusing this newfound independence. Hence, it is important to understand pathways to support positive development (PD) outcomes. In this study, we examined the relationship between participation in civically engaged learning and PD among first-year college students.
First-year college students (N = 225) were surveyed during the 2012-2013 academic year.
Students were surveyed on measures of PD and engaged learning prior to the beginning (initial survey) and at the end of the first year (final survey) of their undergraduate education. Stepwise linear regression was used to examine the influence of engaged learning on PD outcomes.
Engaged learning during the academic year predicted flourishing and students' civic frequency. Also, faith-affiliation and parents' civic frequency contributed to students' civic frequency.
Our interpretation of the findings suggests that engaged learning and family role modeling may promote PD among first-year undergraduate students.
新兴成年期是向成年期过渡的重要阶段。新兴成年人经历的社会控制极少，执行功能发育不完全，这使得该年龄组有滥用这种新获得的独立性的风险。因此，了解支持积极发展（PD）结果的途径很重要。在本研究中，我们考察了一年级大学生参与公民参与式学习与积极发展之间的关系。
在2012 - 2013学年对一年级大学生（N = 225）进行了调查。
在本科教育开始前（初始调查）和第一年末（最终调查），对学生进行了积极发展和参与式学习方面的测量调查。采用逐步线性回归来考察参与式学习对积极发展结果的影响。
学年期间的参与式学习预测了蓬勃发展和学生的公民参与频率。此外，宗教信仰归属和父母的公民参与频率对学生的公民参与频率有影响。
我们对研究结果的解读表明，参与式学习和家庭角色示范可能会促进一年级本科生的积极发展。
