Effects of an Educative Model in Socially Responsible Behavior and Other Psychological Variables

Authors: Gracia V. Navarro, Maria V. Gonzalez, Carlos G. Reed

Abstract:

The eudaimonic perspective in philosophy and psychology suggests that a good life is closely related to developing oneself in order to contribute to the well-being and happiness of other people and of the world as a whole. Educational psychology can help to achieve this through the design and validation of educative models. Since 2004, the University of Concepcion and other Chilean universities apply an educative model to train socially responsible professionals, people that in the exercise of their profession contribute to generate equity for the development and assess the impacts of their decisions, opting for those that serve the common good. The main aim is to identify if a relationship exists between achieved learning, attitudes toward social responsibility, self-attribution of socially responsible behavior, value type, professional behavior observed and, participation in a specific model to train socially responsible (SR) professionals. The Achieved Learning and Attitudes Toward Social Responsibility Questionnaire, interview with employers and Values Questionnaire and Self-attribution of SR Behavior Questionnaire is applied to 394 students and graduates, divided into experimental and control groups (trained and not trained under the educative model), in order to identify the professional behavior of the graduates. The results show that students and graduates perceive cognitive, affective and behavioral learning, with significant differences in attitudes toward social responsibility and self-attribution of SR behavior, between experimental and control. There are also differences in employers' perceptions about the professional practice of those who were trained under the model and those who were not. It is concluded that the educative model has an impact on the learning of social responsibility and educates for a full life. It is also concluded that it is necessary to identify mediating variables of the model effect.

Keywords: Educative model, good life, professional social responsibility (SR), values.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1130941

References:

[1] Comisión mundial del medio ambiente y desarrollo, Our Common Future. New York. Oxford University Press, 1987.
[2] J. Morros y I. Vidal, Cit en González, M. V.y Avilez, M.P, Indicadores de responsabilidad social empresarial para el sector forestal: una guía para avanzar en materias de desarrollo sostenible. En Avances en educación de responsabilidad social y desarrollo sostenible en Iberoamérica, ISBN: 978-956-227-396-1, Concepción, 2015, 28-45, 2015.
[3] M. Marti, Razonamiento moral y prosocialidad. Fundamentos. Madrid, Editorial CCS, 2010.
[4] P. Van Lange, The pursuit of joint outcomes and equality in outcomes: an integrative model of social value orientation. Journal of personality and social psychology 1999, vol. 77, no. 2, 337-349 free university, Amsterdam, 1999.
[5] G. Navarro, Moralidad y responsabilidad social, bases para su desarrollo y educación. Concepción, Ed Icaro, 2012.
[6] G. Navarro, Comportamiento socialmente responsable. En Responsabilidad social universitaria, una manera de ser universidad, teoría y práctica de la experiencia chilena. Santiago, Chile: Proyecto universidad construye país, 2006.
[7] M. Seligman, La auténtica felicidad. Barcelona Editorial B, 2003.
[8] C. Vasquez, L. Hernangómez, G.Hervás, F. Massimini, N.Park y C.Peterson, La ciencia del bienestar, fundamentos de una psicología positiva. Barcelona. Editorial Alianza, 2009.
[9] G. Navarro, M. González, V. Varas y R. Catalán, Percepción de académicos sobre efectos a nivel personal e institucional de su participación en un programa de formación para desarrollar competencias genéricas en la Universidad de Concepción. Revista Rexe N°30, Abril 2017 (en prensa).
[10] Universidad de Concepción, Plan estratégico institucional 2016-2010. Accessed on 12/12/2016, http://www.udec.cl/intranet/documentos_oficiales/PEI_2016_2020.pdf 2016.
[11] E. Corominas, Competencias genéricas en la formación universitaria. Revista de Educación (325), 299-321, 2001.
[12] P. Escotorin, R. Roche y R. Delvalle. (2015), Relaciones prosociales en comunidades educativas. España, Fundación Universitaria Martí L¨ Humá, 2015.
[13] G. Navarro, G. Vaccarezza, M. González y R. Catalán, Construcción de conocimiento en educación superior: Educación de competencias genéricas en la Universidad de Concepción (Chile). (G. Navarro, Ed.) Concepción: Sello editorial Universidad de Concepción, 2015.
[14] Universidad de Concepción, Modelo educativo para formar profesionales socialmente responsables, 2010.