Participation in an intergenerational service-learning experience and prosocial behaviour: the importance of physical education and its mediating role
DOI:
https://doi.org/10.24310/riccafd.13.2.2024.18282Keywords:
older-adults, service, experiential methodology, physical activityAbstract
The objectives of this study have been to analyze the differences between participating and non-participating students in a Service-Learning (SL) experience, in terms of the importance of Physical Education (PE) class and Prosocial Behaviors (PB). Additionally, the study aims to determine whether the three items of the questionnaire assessing the importance of Physical Education act as mediators in the relationship established between the type of student group (participant and non-participant) and the PB of participating students (Empathy, Respect, Sociability, and Leadership). All of this was examined in a service conducted with older adults. The sample consisted of 78 participants, including 45 girls (Mean age=10.55; SD=.51) and 33 boys (Mean age=10.48; SD=.50), all of whom were 5th and 6th-grade primary education students. The participating group in an SL experience comprised 40 students, while the non-participating group consisted of 38 students. The results highlight that the perception of the importance of the PE class plays a mediating role in the relationship between participation in SL and the dimension encompassed in PB called Leadership.
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