|
Field
Trial Title
|
Before
Does the provision of free educational support increase the inclination of students to engage in volunteering?
|
After
The effect of receiving free educational support on the propensity to volunteer among secondary school students: An RCT in rural Bangladesh.
|
|
Field
Abstract
|
Before
This paper aims to explore if recipients of free educational support are relatively more inclined to engage in volunteer activities. We are combining work with an existing RCT (AEARCTR-0010647). Our study will utilize secondary school students in rural Bangladesh who have received free educational audio lessons through Interactive Voice Response (IVR) and phone tutoring in a Randomized Controlled Trial (RCT) as sample. Upon program completion, we will measure their propensity to volunteer and elicit their preference for volunteer activities. We shall verify their participation in actual volunteer activities. Our hypothesis is that students in the treatment group, who have received free education during a critical phase of their academic journey, will exhibit a higher propensity to engage in volunteer activities and higher participation rate in such activities compared to the students in control group.
|
After
This study aims to examine if recipients of free educational support become more inclined to engage in volunteer activities. Focusing on secondary school students in rural Bangladesh who have received free educational audio lessons through Interactive Voice Response (IVR) in a Randomized Controlled Trial (RCT), we will measure their propensity to volunteer through survey questionnaires and elicit their preferences for actual volunteer activities. We also introduce a new RCT among the subset of students who sign up for volunteer activities to disentangle the effect of receiving IVR on volunteering motivation from the additional effect of participation in volunteer activities on volunteering motivation.
|
|
Field
Trial End Date
|
Before
April 01, 2024
|
After
August 01, 2024
|
|
Field
JEL Code(s)
|
Before
J22, O15
|
After
J22, O15, I21
|
|
Field
Last Published
|
Before
August 10, 2023 01:28 PM
|
After
August 25, 2023 07:58 PM
|
|
Field
Intervention (Public)
|
Before
In the experiment, besides checking propensity to volunteering using ‘Bales-Volunteerism Activism Scale’ we will offer children from both treatment and control groups to get involved in actual voluntary activity. We will provide them a Sign-up sheet with options of ‘Cleaning activities’ and ‘Helping Grade 1 and Grade 2 students with their homework’. We will elicit their preference from their preference ranking for the given options of volunteering. The volunteer activities are scheduled to occur once a week for an hour, spanning four weeks in October 2023. We will mention that voluntary activities will be held after school hours and will not clash with school activities.
Types and description of volunteer activities
1. Cleaning activities
Volunteers will do some cleaning activities near school campus on a non-school day.
2. Helping Grade 1 and Grade 2 students with their homework
Volunteers will dedicate one hour to assist Grade 1 and Grade 2 students with their homework on a particular day every week.
The students will be requested to sign up for volunteering with their contact details if they are interested. We will use this revealed- preference measure and the sign-ups as an outcome that reflect the intent of the students to volunteer.
Once students sign up for either of the volunteering activities, we will contact them and request their participation in a weekly volunteering session held on a specific day for ‘Cleaning activities’. These volunteer activities will take place near the school premises, and we will appoint observers to keep a record of the volunteer attendance. In the experiment, besides checking propensity to volunteering using ‘Bales-Volunteerism Activism Scale’ we will offer children from both treatment and control groups to get involved in actual voluntary activity. We will provide them a Sign-up sheet with options of ‘Cleaning activities’ and ‘Helping Grade 1 and Grade 2 students with their homework’. We will elicit their preference from their preference ranking for the given options of volunteering. The volunteer activities are scheduled to occur once a week for an hour, spanning four weeks in October 2023. We will mention that voluntary activities will be held after school hours and will not clash with school activities.
Types and description of volunteer activities
1. Cleaning activities
Volunteers will do some cleaning activities near school campus on a non-school day.
2. Helping Grade 1 and Grade 2 students with their homework
Volunteers will dedicate one hour to assist Grade 1 and Grade 2 students with their homework on a particular day every week.
The students will be requested to sign up for volunteering with their contact details if they are interested. We will use this revealed- preference measure and the sign-ups as an outcome that reflect the students' preference and intent to volunteer.
Once students sign up for either of the volunteering activities, we will contact them and request their participation in a weekly volunteering session held on a specific day for ‘Cleaning activities’. These volunteer activities will take place near the school premises, and we will appoint observers to keep a record of the volunteer attendance. On the dedicated days for cleaning activities the volunteers will sign in and then start the cleaning activities. Additionally they will need to sign out at the end of the one hour activity for their attendance to be counted.
For the ‘Helping Grade 1 and Grade 2 students with their homework’ activity we will ask the interested volunteers to seek permission and fix a time with a neighboring child’s parents to help their child for 1 hour for 4 weeks. We will collect the name, address, primary caregivers’ phone number of the child who will be selected by the volunteers for tutoring. We will note the scheduled time of tutoring to make a random visit to verify their attendance. At the end of four weeks, we will collect information regarding attendance from both the volunteer and the tutored child’s parent.
Our focus will be observing whether the students show commitment to their chosen volunteer activities. At the end of volunteering activities which lasted for a month, we will inquire about the volunteer’s motivations for volunteering with a questionnaire. This will enable us to gain a deeper understanding of the underlying reasons driving their decision to engage in volunteer work.
|
After
The ongoing RCT (AEARCTR - 0010647) primarily evaluates the effects of a free Interactive Voice Response (IVR) educational intervention on students' educational achievements and aspirations. This IVR education experiment was implemented between January 2023 and June 2023. In contrast, our study intends to examine whether the IVR educational intervention affects children’s inclination to volunteer. We do so by conducting an additional post-intervention survey in September 2023. In this follow-up survey, we: (1) measure students' propensity to volunteer using the “Bales Volunteerism-Activism Scale” questionnaire (Bales, 1996); and (2) elicit students’ preferences for volunteering through a “sign-up sheet” for actual volunteer activities. In October 2023, we will assign volunteering activities to students who have signed up and request them to participate in an actual volunteer activity. Finally, a post-volunteering survey will be conducted in November 2023.
|
|
Field
Primary Outcomes (End Points)
|
Before
Propensity to volunteer, volunteering preference, participation in actual volunteering activities, motivation to volunteer
|
After
Primary outcomes
1. Propensity to volunteer
Propensity to volunteer will be assessed using two instruments: “Bales Volunteerism-Activism Scale” and a “sign-up sheet”.
2. Preference in volunteer activities
|
|
Field
Primary Outcomes (Explanation)
|
Before
1.Propensity to volunteer
We will use “Bales Volunteerism-Activism Scale” (Table A1.1) to check propensity to volunteer. Research has demonstrated that the likelihood of engaging in voluntary work is positively correlated with a higher score on the Activism scale (Bales,1996). The scale has the following dimensions:
1.1 A sense of effectiveness
1.2 Sociability and generability
1.3 Idealism or philosophical commitment
1.4 The ‘feel good’ factor
2. Volunteering preference
To elicit the students' volunteering preferences, we will present them with two options for volunteering activities: 1. Assisting grade 1 and grade 2 students with their homework, and 2. Engaging in cleaning activities. Subsequently, we will compare the preferences between the students in the treatment and control schools to determine if there are any visible differences.
3. Attendance in real volunteering activities
The volunteering activities will be conveniently located either near the school premises or the participants' homes. To ensure proper oversight, we will appoint observers according to the number of students engaging in volunteering activities at each school. These dedicated observers will diligently document the attendance and punctuality of the volunteers as they carry out the cleaning tasks. Additionally, they will verify the students' attendance during tutoring activities.
4. Motivation to volunteer
This construct is measured using the ‘Volunteer Functions Inventory’ (VFI) (Clary et al. 1996), which has been applied widely in volunteering literature. Below is a range of reasons why people might volunteer. We will observe whether the students in the treatment group have greater motivation to volunteer and identify the motivating factor. Students will indicate to what extent each motive may influence their decision to volunteer in the future using the 5-point scale provided. The scale ranges from 1 ‘Very unimportant’ to 5 ‘Very important’. There are 30 questions in the scale which consists of a set of the following six motivational functions served by volunteerism.
4.1 Value
4.2 Understanding
4.3 Social
4.4 Career
4.5 Protective
4.6 Enhancement
|
After
1.1 Propensity to volunteer
Propensity to volunteer will be assessed using two instruments: “Bales Volunteerism-Activism Scale” and a “sign-up sheet”.
1.1.1 Bales Volunteerism-Activism Scale
We will use “Bales Volunteerism-Activism Scale” (Table A1.1) to measure propensity to volunteer. Research has demonstrated that the likelihood of engaging in voluntary work is positively correlated with a higher score on the Activism scale (Bales,1996). There are 20 statements in the scale. Students will indicate to what extent they agree to each statement using the 5-point scale provided. The scale ranges from 1 ‘Strongly disagree’ to 5 ‘Strongly agree’. We will average them to obtain the score for each respondent.
1.1.2 Sign-up for volunteer activities
We will provide two options of volunteer activities in a “sign-up sheet” (Table A1.3) to measure their preference for volunteer activity. The two options are: (1) engaging in cleaning activities; and (2) assisting primary school students with their homework. A binary variable “volunteer” will be assigned a value of 1 if the student signs up for either activity, or 0 otherwise.
1.2 Preference in volunteer activities
To elicit the students’ volunteering preferences upon their agreement to sign-up, we will request them to rank the two options from the most preferred to the least preferred. Two dummy variables will be created separately for whether cleaning is more preferred and whether homework assisting is more preferred. These variables will take the value 1 if the respective activity is ranked as their first preference, and 0 otherwise.
|
|
Field
Experimental Design (Public)
|
Before
This study uses an RCT to assess whether there is a causal link between the program and changes in outcomes. The evaluation of this employs a three-arm clustered RCT design (two treatment groups and one control group).
Randomization is done in 2 stages: We first pick 208 schools from a pre-existing list provided by our partner organizations. We then randomly distribute these 208 schools into the three study arms: T1 (self-help), T2 (assisted), and C (control).
T1 (self-help) and T2 (assisted) will have 69 schools each and Control will have 70 schools. From each school, we will randomly select 15 students on average to participate in the program. We will ensure that about half of the students are female when we randomly select the students to be treated from each treatment school.
The intervention contains three study arms:
a) T1: Self-help group (69 schools, 1058 students) –will only be provided with information on how to access IVR-based lessons and how this program could result in improved educational outcomes (such as higher marks on the SSC exams). Participants will receive regular text messages from the IVR system.
b) T2: Assisted group (69 schools, 1022 students) – Will receive the same information as students in T1. Additional treatment will be provided in the form of biweekly phone calls from a tutor. Participants will also receive regular text messages from the IVR system.
c) T3: Control (70 schools, 1050 students) - This group of students will not be receiving any intervention.
|
After
We use the experimental design of an existing RCT. The existing IVR education experiment (AEARCTR - 0010647) used a two-stage cluster randomized controlled trial with three experimental arms (two treatment arms and one control arm). In this RCT, 208 secondary schools were selected from a list of schools in the sub districts where the implementing organization, Global Development Research Institute (GDRI), operates.
In the first stage, these 208 schools were randomly allocated to one of three experimental arms (without stratification): T1 (self-help group), T2 (assisted group), and the control group. Each of the treatment arms (T1 and T2) comprises 69 schools, while the control group includes 70 schools. In the second stage, within-school randomization was conducted to select a subgroup of 9th grade students within T1 and T2 schools to receive the treatment. 15 students were selected on average per school. The students assigned to the ‘Self-help’ group (T1) were provided audio lessons which could be accessed through the IVR system by calling a registered phone number anytime during the 6-month intervention period. The students assigned to the ‘Assisted’ group (T2) received biweekly phone calls from a tutor to discuss the content covered in the IVR audio lessons in addition to access to the IVR audio lessons. The students in the control group did not receive any intervention.
The experimental design contains three study arms:
a) T1: Self-help group (69 schools, 1058 students) –was provided with information on how to access IVR-based lessons and how this program could result in improved educational outcomes (such as higher marks on the SSC exams). Participants will receive regular text messages from the IVR system.
b) T2: Assisted group (69 schools, 1022 students) – received the same information as students in T1. Additional treatment will be provided in the form of biweekly phone calls from a tutor. Participants will also receive regular text messages from the IVR system.
c) T3: Control (70 schools, 1050 students) - did not receive any intervention.
The focus of our study is to use the existing RCT design to examine the inclination to volunteer among students in the treatment and control groups.
|
|
Field
Randomization Unit
|
Before
A two-stage randomization procedure will be employed. In particular, we first randomly
assign 208 schools to two treatment groups and one control group, and then within each
school we randomly select 15 students on average (in a way that ensures almost equal numbers of boys
and girls) from each of the 208 schools (for treatment in the treatment schools, and for data
collection in the control schools).
|
After
A two-stage randomization procedure was employed. In particular, randomly
selected 208 schools were assigned to two treatment groups and one control group, and then within each
school 15 students on average were randomly selected (in a way that ensures almost equal numbers of boys
and girls) from each of the 208 schools (for treatment in the treatment schools, and for data
collection in the control schools).
|
|
Field
Power calculation: Minimum Detectable Effect Size for Main Outcomes
|
Before
Our power calculations indicate that, if we choose a 0.24 SD effect size, an α level of 0.05, a 0.2 intra-cluster correlation (ICC), and we have a cluster size of 15 students per school, we will require a minimum sample of 3,105 students from the 208 schools evenly distributed across the three treatment arms to achieve 80% statistical power.
|
After
We use power calculations by the existing RCT(AEARCTR - 0010647). It indicates that, if we choose a 0.24 SD effect size, an α level of 0.05, a 0.2 intra-cluster correlation (ICC), and we have a cluster size of 15 students per school, we will require a minimum sample of 3,105 students from the 208 schools evenly distributed across the three treatment arms to achieve 80% statistical power.
|
|
Field
Additional Keyword(s)
|
Before
Educational intervention, volunteer, prosocial, propensity, motivation, randomized experiment, rural children, Bangladesh.
|
After
Volunteer, prosocial, motivation, randomized experiment, Bangladesh.
|
|
Field
Intervention (Hidden)
|
Before
In the experiment, besides checking propensity to volunteering using ‘Bales-Volunteerism Activism Scale’ we will offer children from both treatment and control groups to get involved in actual voluntary activity. We will provide them a Sign-up sheet with options of ‘Cleaning activities’ and ‘Helping Grade 1 and Grade 2 students with their homework’. We will elicit their preference from their preference ranking for the given options of volunteering. The volunteer activities are scheduled to occur once a week for an hour, spanning four weeks in October 2023. We will mention that voluntary activities will be held after school hours and will not clash with school activities.
Types and description of volunteer activities
1. Cleaning activities
Volunteers will do some cleaning activities near school campus on a non-school day.
2. Helping Grade 1 and Grade 2 students with their homework
Volunteers will dedicate one hour to assist Grade 1 and Grade 2 students with their homework on a particular day every week.
The students will be requested to sign up for volunteering with their contact details if they are interested. We will use this revealed- preference measure and the sign-ups as an outcome that reflect the intent of the students to volunteer.
Once students sign up for either of the volunteering activities, we will contact them and request their participation in a weekly volunteering session held on a specific day for ‘Cleaning activities’. These volunteer activities will take place near the school premises, and we will appoint observers to keep a record of the volunteer attendance. In the experiment, besides checking propensity to volunteering using ‘Bales-Volunteerism Activism Scale’ we will offer children from both treatment and control groups to get involved in actual voluntary activity. We will provide them a Sign-up sheet with options of ‘Cleaning activities’ and ‘Helping Grade 1 and Grade 2 students with their homework’. We will elicit their preference from their preference ranking for the given options of volunteering. The volunteer activities are scheduled to occur once a week for an hour, spanning four weeks in October 2023. We will mention that voluntary activities will be held after school hours and will not clash with school activities.
Types and description of volunteer activities
1. Cleaning activities
Volunteers will do some cleaning activities near school campus on a non-school day.
2. Helping Grade 1 and Grade 2 students with their homework
Volunteers will dedicate one hour to assist Grade 1 and Grade 2 students with their homework on a particular day every week.
The students will be requested to sign up for volunteering with their contact details if they are interested. We will use this revealed- preference measure and the sign-ups as an outcome that reflect the students' preference and intent to volunteer.
Once students sign up for either of the volunteering activities, we will contact them and request their participation in a weekly volunteering session held on a specific day for ‘Cleaning activities’. These volunteer activities will take place near the school premises, and we will appoint observers to keep a record of the volunteer attendance. On the dedicated days for cleaning activities the volunteers will sign in and then start the cleaning activities. Additionally they will need to sign out at the end of the one hour activity for their attendance to be counted.
For the ‘Helping Grade 1 and Grade 2 students with their homework’ activity we will ask the interested volunteers to seek permission and fix a time with a neighboring child’s parents to help their child for 1 hour for 4 weeks. We will collect the name, address, primary caregivers’ phone number of the child who will be selected by the volunteers for tutoring. We will note the scheduled time of tutoring to make a random visit to verify their attendance. At the end of four weeks, we will collect information regarding attendance from both the volunteer and the tutored child’s parent.
Our focus will be observing whether the students show commitment to their chosen volunteer activities. At the end of volunteering activities which lasted for a month, we will inquire about the volunteer’s motivations for volunteering with a questionnaire. This will enable us to gain a deeper understanding of the underlying reasons driving their decision to engage in volunteer work.
|
After
1. The existing IVR education experiment (AEARCTR - 0010647) used a two-stage cluster randomized controlled trial with three experimental arms (two treatment arms and one control arm). In this RCT, 208 secondary schools were selected from a list of schools in the sub districts where the implementing organization, Global Development Research Institute (GDRI), operates.
In the first stage, these 208 schools were randomly allocated to one of three experimental arms (without stratification): T1 (self-help group), T2 (assisted group), and the control group. Each of the treatment arms (T1 and T2) comprises 69 schools, while the control group includes 70 schools. In the second stage, within-school randomization was conducted to select a subgroup of 9th grade students within T1 and T2 schools to receive the treatment. 15 students were selected on average per school. The students assigned to the ‘Self-help’ group (T1) were provided audio lessons which could be accessed through the IVR system by calling a registered phone number anytime during the 6-month intervention period. The students assigned to the ‘Assisted’ group (T2) received biweekly phone calls from a tutor to discuss the content covered in the IVR audio lessons in addition to access to the IVR audio lessons. The students in the control group did not receive any intervention.
The baseline survey was conducted in November 2022 prior to the commencement of the intervention. Demographic information, income, employment, assets, etc. were obtained in the baseline survey. The baseline characteristics are balanced between the treatment and control group. The existing RCT is interested in three primary groups of outcomes: (a) students’ learning outcomes, (b) students’ time and effort spent on educational activities, and (c) students’ aspirations and other non-cognitive skills.
2. Follow-up survey
The focus of our study is to use the existing RCT design to examine the inclination to volunteer among students in the treatment and control groups. To do so, we will run a separate follow-up survey independent of the data collection pre-specified in AEARCTR - 0010647. We shall appoint an independent group of enumerators to conduct a follow-up survey for our study.
In the follow-up survey we will first ask questions from the “Bales Volunteerism-Activism Scale" (Bales, 1996) to measure students’ propensity to volunteer. Second, we will provide students with a volunteering “sign-up sheet.” Half of those who sign up or register will be randomly assigned real volunteering tasks later. On the sign-up sheet, there are two volunteering options: (1) cleaning activities; and (2) helping primary school students with their homework . The sign-up sheet also elicits their preference ranking of the two volunteering options. The volunteer activities will be held once a week for an hour, spanning four weeks in October 2023. We will inform the students that the volunteer activities will not clash with school hours or activities. We will use the information collected through the questionnaire and sign-up sheet to construct the outcome variables that reflect the students’ propensity to volunteer.
3. Random assignment of volunteer activities (new RCT)
Once students sign up, we will conduct a new RCT. We will randomly assign half of the registered students in volunteer activities in each experimental arms of the existing RCT. We will contact the randomly selected students and request their participation for their most preferred activity. Short description of the volunteer activities is given below:
Cleaning activities: These volunteer activities will take place near the school premises on a non-school day for 1 hour every week for 4 weeks. On the dedicated days for cleaning activities the volunteers will sign in and sign out at the end of the one-hour activity for their participation to be recorded.
Helping primary school students with their homework: For this activity wee will ask each randomly selected volunteer who were interested in helping primary school children with their homework to seek permission and coordinate a time with their neighbor to help their primary school going child with homework for 1 hour every week for 4 weeks. We will collect the name, address, primary caregivers’ phone number of the child who will be selected by the volunteer. We will verify participation with the neighbors that receive help from the students.
4.Post volunteering survey
After the conclusion of volunteer activities which will last for a month, we will survey all the students in the treatment and control groups of the existing RCT (IVR educational intervention) and ask about their volunteering motivation with a questionnaire using the Volunteer Functions Inventory (VFI) scale (Clary et al., 1998).
|
|
Field
Secondary Outcomes (End Points)
|
Before
|
After
1. Helping with household chores.
2. Dimensions of volunteer attitude
3. Motivation to volunteer
4. Attendance in actual volunteer activities
|
|
Field
Secondary Outcomes (Explanation)
|
Before
|
After
1. Helping with household chores
We will also use data from the existing RCT endline survey regarding time spent doing household chores to see whether students in treatment groups are more helpful to their families. Student’s own assessment of minutes spent helping parents with household chores or outside work per day (average over last week).
The sum of minutes will be reported by the participant for the following household activities: cooking, cleaning up the house, bringing clean water to your house, bringing groceries from a hut or Bazar, helping siblings to study, farming or gardening, parent’s income-generating activities (e.g., fishing, tailoring, etc.), other income-generating activities to support their family.
The specific survey question asks: “Do you help with [activity]? If yes, how much time in a day (average over last week)? [Answer: in minutes]”
2. Dimensions of volunteer attitude
We will use the four dimensions from “Bales Volunteerism Activism scale” to analyze the underlying features that create active volunteer attitude and see whether treatment group students score higher in any of the dimensions. According to the scale there are four clear dimensions which make up the active volunteer attitude. We will average scores on the five items of each dimension to obtain the score for each respondent. The scale has the following dimensions:
2.1. A sense of effectiveness
The perception of personal efficacy, control, and significance in tackling social issues is reflected in specific questions (b, c, f, m, p). Example: Potential volunteers will have very strong negative reaction to the statement, “Anything I do can’t really change the world’s problems.” This suggests that these respondents place great importance on their ability to make a profound impact in addressing societal challenges.
2.2. Sociability and generability
The perception that volunteer priorities global issues alongside their personal commitments. This is reflected in specific questions (d, h, j, o, r, t). For instance, potential volunteers will strongly disagree with the statement, “People with ordinary lives don’t feel the need to get heavily involved in social causes.”
2.3. Idealism or philosophical commitment
This demonstrates the inclination to make sacrifices for the betterment of society and their perception that addressing significant challenges involves incurring real costs. It is evident in the responses to specific questions (e, g, I, k, n). For instance, potential volunteers will strongly agree with statements such as “There will be peace only when there is justice”.
2.4 The ‘feel good’ factor
This dimension suggests that the potential volunteers believe that their actions not only benefit others but also contribute to their own personal growth and fulfillment. It is reflected in the responses to specific questions (a, 1, q, s). Potential volunteers will show a highly positive reaction to statements such as “The more you put into life, the more you will get out of it” and “I know that when I’m working to help others, I’m also helping myself.”
3. Motivation to volunteer
Motivation to volunteer will be measured using the ‘Volunteer Functions Inventory’ (VFI) (Clary et al., 1998) (Table A2 ), which has been applied widely in the volunteering literature. There are 30 questions in the scale which consists of a set of six motivational functions served by volunteerism. Students will indicate to what extent each motive influences their decision to volunteer using the 7-point scale provided. The scale ranges from 1 ‘not at all important/accurate’ to 7 ‘extremely important/accurate’. Scale scores result from averaging scores on the five items of each motivational function, so that individuals’ scores on each scale can range from 1 to 7; higher score will reflect greater importance of the motivation.
3.1Value
Engaging in volunteer service can serve the purpose of providing individuals with opportunities to express their values associated with altruism and humanitarian concerns for others. The factor ’Value’ is reflected in question no. 3, 8, 16, 19 and 22.
3.2 Understanding
Volunteering can fulfill is providing individuals with opportunities for new learning experiences and the chance to apply and develop their knowledge, skills, and abilities that might otherwise remain untrained. The factor ‘Understanding’ is reflected in question no 12, 14, 18, 25 and 30.
3.3 Social
Another significant function served by volunteering revolves around motivations related to relationships with others. By engaging in volunteer work, individuals can strengthen social connections, seek approval from significant others, and derive satisfaction from contributing to the well-being of others within their social networks. The factor ’Social’ is reflected in question no. 2, 4, 6, 17 and 23.
3.4 Career
Volunteering is related to career-related benefits that individuals can obtain through their participation in volunteer work. By engaging in volunteer activities, individuals can gain valuable experience, develop transferable skills, and enhance their professional networks, all of which can contribute to their career advancement and growth. The factor ‘Career’ is reflected in question no. 1, 10, 15, 21, 28.
3.5 Protective
This function revolves around safeguarding the ego from negative aspects of the self. In the context of volunteerism, these motivations may serve to remove guilt over being more fortunate than others and to address one’s personal issues. By volunteering, individuals can find peace, alleviate guilt, and address personal challenges, thus providing themselves with a sense of ego protection and well-being. The factor ’Protective’ is reflected in question no. 7, 9, 11, 20 and 24.
3.6 Enhancement
Lastly, a sixth function proposed for volunteering roots from the recognition that the ego, particularly its relationship to affect, extends beyond protective processes. Specifically, in the case of positive mood, people engage in helping activities to maintain or enhance their positive effect. The factor ’Enhancement’ is reflected in question no. 5, 13, 26, 27 and 29.
4. Attendance in actual volunteer activities
We will record the attendance of the randomly selected registered students who were assigned volunteer work to participate in volunteer activities. We will create two participation variables. The first is a binary outcome (1 for participation, 0 for non-participation) and the second is a continuous variable on a scale of 1 to 4, reflecting the number of days of participation.
|
|
Field
Pi as first author
|
Before
No
|
After
Yes
|