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

Bibliographic Data

ID15480967
AuthorsAriane Díaz-Iso (0000-0003-0271-1394, Universidad de Deusto, corresponding author), Almudena Eizaguirre (0000-0002-8200-8385, Universidad de Deusto), Ana María García Olalla (0000-0003-0470-2686, Universidad de Deusto)
Year2020
Volume17
Issue12
Pages4422-4422
Publication date2020-06-19
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Journal of Environmental Research and Public Health (JOURNAL)
Journal identifiersISSN: 1661-7827 • E-ISSN: 1660-4601
PublisherMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/ijerph17124422
PMID32575522
OpenAlexW3036805134
LanguageEN
Citations received5
References cited13

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