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Abstract
The literature on service-learning outcomes in pre-adolescent children is relatively sparse. Empathy (i.e., overall, cognitive, affective) and community engagement (i.e., connection to the community, civic awareness, civic efficacy) were assessed in 155 first, second, and fifth graders (n = 79 males; n = 76 females) using a pre/post design for a five-session pilot service-learning program. Paired-samples t tests indicated positive changes in empathy and community engagement over time. Post-community engagement was examined by a mediation analysis of empathy (Time 2) on community engagement (Time 1). Additional analyses revealed an overall change in empathy and community engagement for all grades, but cognitive empathy increased only for fifth graders. Similarly, only fifth-grade participants showed a significant change in civic efficacy, pointing to a developmental factor for civic efficacy that should be examined more extensively. Future research and recommendations for studies of the impact of service-learning programs in primary and elementary school are discussed.
Keywords service-learning, empathy, community engagement, middle childhood
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