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A SOCIAL PSYCHOLOGICAL APPROACH: RELATIONSHIP BETWEEN SOCIAL RESPONSIBILITY AND STUDENT ACHIEVEMENT

Journal Name:

  • Akademik Bakış

Publication Year:

  • 2012

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Abstract (2. Language): 
In this study aim reviews the literature on social responsibility and student achievement. Social responsibility has implications for development well past the age of adolescence. For example, community service and childcare volunteers cited improved knowledge of themselves and others and participation in volunteer organizations increased selective forms of political expression and voting rates years later. Developing social responsibility is a complex process encompassing not only issues of control and agency for adolescence, but the need for recognition of the contributions they make. In addition, there is a need for adolescents' to practice various adult roles without having to suffer the full consequences of their decisions or having to make lifetime commitments. Both theoretical and empirical work suggests that student social responsibility is not only a valued outcome in and of itself but that it can be instrumental in the acquisition of knowledge and the development of cognitive abilities. This review describes research on the value of social responsibility for parents and teachers and on how it is promoted within the classroom. It is proposed that social responsibility can facilitate learning and performance outcomes by promoting positive interactions with teachers and peers and, from a motivational perspective, by providing students with additional incentives to achieve.
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Abstract (Original Language): 
Bu çalışmada, sosyal sorumluluk ve öğrenci başarısı ile ilgili literatür gözden geçirilmektedir. Sosyal sorumluluk ve ergenlik dönemi gelişimi üzerinde etkileri vardır. Örneğin, topluma hizmet uygulamaları ve çocuk bakım gönüllülüğü, siyasi ifade ve daha sonra oy kullanma, kendilerini bilgi ve diğerleri ile gönüllü kuruluşların katılımı göstergeleri gibi (Fendrich, 1993; Hanks,1981: Excerpt: Polk, 2000). Sosyal sorumluluk ergenlerin kurumlara yaptıkları hizmetler ve bu hizmetlerin artırılmasını kapsayan kontrollü ve karmaşık bir süreçtir. Buna ek olarak, verdikleri kararların tam sonuçlarına katlanmak ya da ömür boyu taahhüt yapmak zorunda kalmadan çeşitli yetişkin rollerini uygulamaya yönelik bir ergen eğitim uygulamasıdır (Holloway, 1982; Excerpt: Polk,2000). Hem teorik ve ampirik çalışmalar öğrencinin sosyal sorumluluk, bilgisi ve bilişsel becerilerin gelişimine vesile olabileceğini düşündürmektedir. Bu literatür ebeveynler ve öğretmenler için sosyal sorumluluk değeri ve sınıf içinde nasıl tanıtıldığının araştırmalarını anlatılmaktadır. Sosyal sorumluluğa ulaşmak için ek teşvikler öğrencilere sunulmakta, bir motivasyon aracı olarak sosyal sorumluluk, olumlu etkileşim aracı olarak öğrenme ve performansı artırıcı yöntemler olarak önerilmiştir (Wentzel, 1991:1).
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