The 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-first-generation 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.
|Advisor:||Paulsen, Michael B., Pascarella, Ernest T.|
|Commitee:||Bills, David, Noonan, Mary, Pascarella, Ernest, Paulsen, Michael, Umbach, Paul|
|School:||The University of Iowa|
|Department:||Educational Policy & Leadership Studies|
|School Location:||United States -- Iowa|
|Source:||DAI-A 72/09, Dissertation Abstracts International|
|Subjects:||Developmental psychology, Higher education|
|Keywords:||Altruism, Altruistic, College impact, First year, Social, Undergraduate|
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