Understanding the Role of Social Interactions in the Development of an Extracurricular University Volunteer Activity in a Developing Country

Datos Bibliográficos

ID15480967
AutoresAriane Díaz-Iso (0000-0003-0271-1394, Universidad de Deusto, autor de correspondencia), Almudena Eizaguirre (0000-0002-8200-8385, Universidad de Deusto), Ana María García Olalla (0000-0003-0470-2686, Universidad de Deusto)
Año2020
Volumen17
Número12
Páginas4422-4422
Fecha de publicación2020-06-19
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaInternational Journal of Environmental Research and Public Health (JOURNAL)
Identificadores de la revistaISSN: 1661-7827 • E-ISSN: 1660-4601
EditorialMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/ijerph17124422
PMID32575522
OpenAlexW3036805134
IdiomaEN
Citas recibidas5
Referencias citadas13

The relevance of participating in structured extracurricular activities (ECA from here onwords) in higher education is increasing. Involvement in these activities helps students develop personal and social skills that positively affect academic and professional training, well-being, and the development of attitudes toward community involvement. This study analyzes the role of social interactions in the perceived benefits of students, who have participated in an ECA in a developing country. Moreover, this research aspires to explore whether students perceive that these interactions positively impact academic training, professional development, and adjustment to the university context, psychological well-being, and development of community involvement attitudes. As a result, 46 in-depth interviews were conducted with 23 students who participated in the experience. 23 in-depth interviews were conducted before the experience and another 23 after it. Data analysis was carried out using the IRaMuTeQ software to conduct a descending hierarchical classification (DHC). This study highlights the value of social interactions in an ECA to increase the motivation of students to improve academic and professional performance, to build shared knowledge with others, and to develop personal and social skills that contribute to the integral development of participants. ECAs help students reflect on their actions and privileges and develop positive attitudes toward themselves and others. This fact is linked to the achievement of high levels of well-being that allow the enhancement of the students' self-esteem. Finally, this experience has allowed volunteers to become aware of other sociocultural realities and to reflect on the possible ways of contributing to the development of a more sustainable society

Biology · Developing country · Economic growth · Economics · Sociology · Volunteer · Global Education and Multiculturalism · Psychology · Tourism, Volunteerism, and Development · Youth Development and Social Support · Ecology