The role of motivational systems in community service involvement : initiating and sustaining factors and quality of experience /
Notice bibliographique
Résumé
Community service participation can have a positive impact on development, \nespecially for youth. Although researchers have found positive outcomes, there has been \na notable decline in youth participation over the past few years (Statistics Canada, 2000). \nGiven the positive outcomes and current decline, it has been argued that youth should be \nencouraged to get involved in service activities. In the present study, quantitative and \nqualitative data were collected to determine factors that would help youth to initiate and \nsustain service, along with examining the quality of their experience. Eighty-two \nuniversity undergraduate students (23 men), ranging in age from 17-20 years completed a \n60-minute self-report questionnaire. Initiating and sustaining factors, motivational \nsystems (similar to approach and avoidance dimensions), activity dimensions {Structure, \nSupportive Social Environment), quality of experience {Positive, Stress-Challenge), and \nfuture intention to participate in community service were measured. Eight participants \nalso completed a 20-minute telephone interview to complement and expand on the \nquantitative data collected. \nSome initiating and sustaining factors were specific to individuals higher on the \navoidance dimension, while others were relevant to those higher on the approach \ndimension. Several factors also were important to individuals regardless of their \nmotivational system orientation. Positive quality of experience was related positively to \nexperiencing a supportive social environment. In addition, women rated their community \nservice as more positive than did men. A predicted interaction between the avoidance \ndimension and Structure in predicting positive quality of experience was not supported; \nhowever, positive quality of experience was predicted by the interaction of the approach \ndimension and Structure. A tested interaction between the avoidance dimension and \nSupportive Social Environment in predicting positive quality of experience was not \nsupported. Similarly, a predicted interaction between the approach dimension and \nSupportive Social Environment in predicting positive experience quality was not \nsupported. However, Supportive Social Environment was positively related to positive \nquality of experience. No support was found for a mediational role for positive quality of \nexperience or stress-challenge quality of experience in exploring the relation between \nmotivational orientation and fiiture intention to engage in service activities. \nThe results of this study suggest that participating in a service environment that is \nsupportive and provides the opportunity for social interactions with others would promote \npositive quality of experience and help youth sustain involvement. Thus, to help youth \nhave positive experiences and to remain active in service, it is important for service \nagencies to promote these types of environments. In addition, some initiating and \nsustaining factors were specific to youth higher on the avoidance dimension and some \nwere relevant to youth higher on the approach dimension. Therefore, service agencies \nmay need to consider using different recruitment and retention strategies, depending on \nthe type of youth they wish to recruit.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».