Comparative Effectiveness of Intergenerational Service-Learning Programs on Student Outcomes of Knowledge, Attitude, and Ageism

Autor/inn/en	Bartlett, Sara P.; Solomon, Phyllis; Gellis, Zvi
Titel	Comparative Effectiveness of Intergenerational Service-Learning Programs on Student Outcomes of Knowledge, Attitude, and Ageism
Quelle	In: Educational Gerontology, 47 (2021) 12, S.559-573 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
DOI	10.1080/03601277.2021.2011596
Schlagwörter	Program Effectiveness; Program Length; Intervention; Service Learning; Intergenerational Programs; Undergraduate Students; Late Adolescents; Older Adults; Aging (Individuals); Age Discrimination; Stereotypes; Attitude Change; Knowledge Level; Public Colleges; Psychology; Facts on Aging Quiz; Marlowe Crowne Social Desirability Scale + Suchen Sie Ihr Suchwort? Service-Learning; Halbstarker; Älterer Erwachsener; Aging; Altern; Klischee; Attitudinal change; Einstellungsänderung; Wissensbasis; Psychologie
Abstract	Intergenerational service-learning for undergraduate students seeks to generate interest about the older adult population, while increasing knowledge and improving attitudes about aging and reducing ageism. It is difficult to make an impact on students' views in a short time period, such as an academic quarter. This comparative effectiveness study?evaluated?the efficacy of a 10-week intergenerational service-learning program administered to Psychology of Aging undergraduates?to determine if?it increased knowledge about aging, improved attitudes about older adults, and reduced ageism more than a?predominately didactic course with less service activity. A quasi-experimental design using a?convenience sample compared?pre- and posttest scores between?the experimental intervention (n = 68) and?comparison?(n = 71)?condition on The Facts on Aging Quiz?Multiple Choice version, Aging Semantic Differential, and?Fabroni?Scale on Ageism. The experimental intervention, the "Lives Well Lived" program, matched students and older adults who met criteria for "successful aging," in a mutual interviewing, life review project utilizing documentary film, photography, and creation of memoirs. Results determined that students in the experimental intervention showed less stereotypical beliefs and net bias about aging.?Programs that are?more relational, in-depth, more experiential and less didactic?may be useful for consideration in undergraduate?psychology or human service programs?in reducing ageism and potential?for increasing interest in?careers in?the field of?aging. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01