{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80028"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80028","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Motivation of Minimally Involved and Highly Involved Undergraduate Students to Participate in Co -Curricular Community Service","abstract":"\"Two findings revealed commonalities and two findings distinguished minimally and highly involved students in this study. The two findings that revealed commonalities were the motivation gained from the enjoyment received from providing service and service related to prior personal experiences that left an impression. The two findings that distinguished the two groups were highly involved students participated in co-curricular community service that related to their chosen career path more than minimally involved students; and three highly involved students described participation in community service to \"\"escape\"\" the stress of being a college student where no minimally involved students described this type of motivation. Results of this exploratory study suggest differences between minimally involved and highly involved students that deserve further study in the future.\"","abstract_html":""Two findings revealed commonalities and two findings distinguished minimally and highly involved students in this study. The two findings that revealed commonalities were the motivation gained from the enjoyment received from providing service and service related to prior personal experiences that left an impression. The two findings that distinguished the two groups were highly involved students participated in co-curricular community service that related to their chosen career path more than minimally involved students; and three highly involved students described participation in community service to ""escape"" the stress of being a college student where no minimally involved students described this type of motivation. Results of this exploratory study suggest differences between minimally involved and highly involved students that deserve further study in the future."","abstract_has_math":false,"creators":["Guthrie, Kathy L."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Bragg, Debra"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:55:00Z","date_published":"2015-09-25T19:55:00Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Curriculum and Instruction"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3314782"],"render_values":[{"text":"(MiAaPQ)AAI3314782","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80028","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bragg, Debra"]},{"key":"dc:creator","label":"Author","values":["Guthrie, Kathy L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:55:00Z","10000-01-01","2008"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Curriculum and Instruction"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80028","(MiAaPQ)AAI3314782"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"Two findings revealed commonalities and two findings distinguished minimally and highly involved students in this study. 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The two findings that revealed commonalities were the motivation gained from the enjoyment received from providing service and service related to prior personal experiences that left an impression. The two findings that distinguished the two groups were highly involved students participated in co-curricular community service that related to their chosen career path more than minimally involved students; and three highly involved students described participation in community service to \"\"escape\"\" the stress of being a college student where no minimally involved students described this type of motivation. Results of this exploratory study suggest differences between minimally involved and highly involved students that deserve further study in the future.\"","Made available in DSpace on 2015-09-25T19:55:00Z (GMT). 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