ERIC Number: EJ1452658
Record Type: Journal
Publication Date: 2025-Jan
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-3085
EISSN: EISSN-1520-6807
Effects of Adler's Theory-Based Nudge Volunteer Program on Middle School Students
Psychology in the Schools, v62 n1 p136-148 2025
Adler emphasized social interest as a social adaptive lifestyle. The study used a nudge strategy to generate social interest in middle school students through a volunteer program. If student gets a good reward for volunteering, it can be a nudge naturally toward social interest. The dependent variables for the volunteer program as a nudge are inferiority complex, social interest, and game over-immersion. Using convenience sampling, it was assigning 28 participants to two groups each. The experimental group participated in an intervention consisting of 9 sessions of 90 min each, once a week. Both groups were assessed before and after intervention and at a 4-weeks follow-up. Program effectiveness was analyzed using repeated measures analysis of variance. The results showed that it was a significant difference in inferiority complex between the experimental and control groups immediately after intervention, and that it was a strong difference in social interest and game over-emersion both immediately after the experiment and 4 weeks later. Therefore, it proposes that volunteer programs to increase social interest and transition to a pro-social lifestyle be included as a nudge in school extracurricular activities or curriculum.
Descriptors: Middle School Students, Volunteers, Student Interests, Social Influences, Program Effectiveness, Experiential Learning, Prosocial Behavior
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A