Community service-learning in Catholic schools and its relationship to empathy in elementary school children

Jovanna Emerson, Tennessee State University

Abstract

This research explores the relationship of community service-learning to empathy in elementary school children. The study also investigates empathy and its relationship to concern for others in elementary school children. Surveys were administered to 171 2nd-, 3rd-, and 4th-graders from three Nashville-area Catholic schools, including a demographic questionnaire, the Index of Empathy for Children and Adolescents, and the Concern for Others Scale. Different characteristics of community service-learning were investigated in relation to the empathy levels of the participants. Characteristics investigated included the amount of time spent participating in community service, the number of settings in which community service was performed, the type of community service, parental involvement in community service, emotions related to participating in community service, and future plans related to community service. Significant relationships existed between the number of settings in which community service was performed and Empathy scores, parental involvement and Empathy scores, emotions related to community service and Empathy scores, and future plans related to community service and Empathy scores. A significant positive relationship also existed between Empathy scores and Concern for Others Scores. The present study revealed that various characteristics of community service-learning are significantly related to empathy levels in elementary school children. ^

Subject Area

Education, Elementary|Psychology, Developmental|Education, Curriculum and Instruction

Recommended Citation

Jovanna Emerson, "Community service-learning in Catholic schools and its relationship to empathy in elementary school children" (2007). ETD Collection for Tennessee State University. Paper AAI1447772.
http://digitalscholarship.tnstate.edu/dissertations/AAI1447772

Share

COinS