Matching Items (4)
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- All Subjects: Volunteer Satisfaction
- Creators: Dumka, Larry
Description
Volunteer motivation and satisfaction were assessed at Project CURE, a nonprofit that collects, sorts, tests, and ships donated medical supplies and equipment to healthcare facilities in developing countries. This research was the result of a yearlong partnership between the Community Action Research Experiences (CARE) program and Project CURE. Volunteers at Project CURE were surveyed (N=147) after completing a volunteer session to assess their motivation for volunteering, satisfaction with their experience, and any recommendations they had for improving the volunteer program. Five categories of motivating factors were assessed and it was found that the Values and Understanding categories were the strongest motivating factors. Overall, volunteers rated their experience highly, but the results indicated a number of small changes that Project CURE could make to better meet volunteers' needs, and better communicate the impact of volunteers' work, which could pave the way to increases in the numbers of volunteer hours Project CURE receives and increased quality of volunteer work.
ContributorsStepanek, Rachel (Author) / Reesing, Amy (Thesis director) / Dumka, Larry (Committee member) / School of Molecular Sciences (Contributor) / School of Human Evolution and Social Change (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Alas de Amor is a fairly new organization whose most significant need right now is to grow in numbers and remain growing. This growth is important to the organization because it will allow them to not only treat and see more patients while in Mexico, but it will also benefit the organization in terms of presence in the Phoenix area and general knowledge of the organization. Volunteers are in some ways are unpaid marketing tools because they tell their peers about the experiences they have and encourage those they know to join the cause as well ("Why Involve Volunteers?," n.d.). As demonstrated through prior research on volunteering, volunteer motivations and satisfaction play an important role in retaining volunteers. Thus, the aim of this study was to evaluate the motivations, satisfaction, and likelihood of continuation in volunteering for the individuals who have served as volunteers at Alas de Amor within the past year.
ContributorsFriedland, Juliette Marie (Author) / Gaertner, Bridget (Thesis director) / Dumka, Larry (Committee member) / School of Nutrition and Health Promotion (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
The Community Action Research Experiences (CARE) program collaborated with Singleton Moms, a local non-profit organization that provides financial, psychological, and social support services to single parents with cancer. The purpose of this action research project was to assess the volunteer program at Singleton Moms. Both past and present Singleton Moms' volunteers (N = 123; 87.0% female) completed an online survey assessing their motivation for volunteering and their satisfaction with the organization. A mixed ANOVA was conducted to identify the most important motivation and satisfaction domains and to see if the findings depended on whether the volunteers were current or past volunteers. For the motivation assessment, results indicated that the volunteers rate the cancer specific and moral/human kindness domains as the strongest reasons for motivating them to volunteer at Singleton Moms. In addition, results revealed that the social connection motivation domain was the only domain with differences between the ratings of the past and present volunteers. For the satisfaction assessment, results indicated that the volunteers rate the organizational climate domain as the most fulfilled area of satisfaction within the Singleton Moms' volunteer program. It was also revealed that there were no significant differences between the ratings of the past and present volunteers among all satisfaction domains. Both the quantitative and qualitative findings suggest that Singleton Moms' implications for action may include: 1) a volunteer database audit, 2) streamlining communications, 3) variability in volunteer times, and 4) bolstering volunteer motivation. Implementing some of these actions may help Singleton Moms increase volunteer motivation and satisfaction and thus create a more effective volunteer program. Ultimately, this may encourage volunteers to continue their services at Singleton Moms and thus help Singleton Moms expand their support programs and assist additional families.
ContributorsDubois, Courtney Michelle (Author) / Miller, Cindy (Thesis director) / Dumka, Larry (Committee member) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor)
Created2016-05
Description
It is widely recognized that peer-directed aggression and victimization are pervasive social problems that impact school-aged children and adolescents. This study investigated the developmental course of aggression and victimization, and more specifically, addressed three primary aims. First, distinct subgroups of children were identified based on similarities and differences in their physical, verbal and relational aggression and victimization. Second, developmental stability (and instability) were assessed by examining the extent to which individuals remain (or change) subgroups throughout childhood and adolescence. Third, group classifications and transitions over time were assessed as a function of children’s individual characteristics and their relational and contextual experiences.
The sample for this longitudinal study consisted of 482 children (50% females) who were followed over time from grades 1 to 11. Multiple-informant data on children’s physical, verbal and relational aggression and victimization (peer-reports), individual characteristics including emotion dysregulation, withdrawn behaviors (teacher-reports), and hostile and self-blaming attributions (self-reports), and their relational and contextual experiences including peer rejection, friendships, social hierarchy and classroom aggression (peer-reports) were assessed in grades 1, 5, 8, and 11. Data analyses primarily consisted of a series of person-centered methods including latent profile and latent transition analyses.
Most of the identified subgroups (e.g., aggressors, victims and aggressive-victims) were distinguishable by their frequencies (i.e., levels) of aggression and victimization, rather than forms (physical, verbal and relational), with the exception of one group that appeared to be more form-specific (i.e., relational aggressive-victims). Among children in each group there was a modest degree of intra-individual stability, and findings elucidated how some groups appeared to be more stable than others as well as developmental differences. Although group stability was fairly common across all groups, and over time, patterns of instability also emerged.
The combination of trends reflecting both stability and instability support the perspective that the development of aggression in childhood and adolescence is characterized by heterogeneity. In contrast to perspectives that highlight the individual stability of aggression (e.g., that it is a stable behavioral style or individual disposition), findings elucidate the individual, relational and contextual mechanisms by which developmental stability and instability were more pronounced.
The sample for this longitudinal study consisted of 482 children (50% females) who were followed over time from grades 1 to 11. Multiple-informant data on children’s physical, verbal and relational aggression and victimization (peer-reports), individual characteristics including emotion dysregulation, withdrawn behaviors (teacher-reports), and hostile and self-blaming attributions (self-reports), and their relational and contextual experiences including peer rejection, friendships, social hierarchy and classroom aggression (peer-reports) were assessed in grades 1, 5, 8, and 11. Data analyses primarily consisted of a series of person-centered methods including latent profile and latent transition analyses.
Most of the identified subgroups (e.g., aggressors, victims and aggressive-victims) were distinguishable by their frequencies (i.e., levels) of aggression and victimization, rather than forms (physical, verbal and relational), with the exception of one group that appeared to be more form-specific (i.e., relational aggressive-victims). Among children in each group there was a modest degree of intra-individual stability, and findings elucidated how some groups appeared to be more stable than others as well as developmental differences. Although group stability was fairly common across all groups, and over time, patterns of instability also emerged.
The combination of trends reflecting both stability and instability support the perspective that the development of aggression in childhood and adolescence is characterized by heterogeneity. In contrast to perspectives that highlight the individual stability of aggression (e.g., that it is a stable behavioral style or individual disposition), findings elucidate the individual, relational and contextual mechanisms by which developmental stability and instability were more pronounced.
ContributorsEttekal, Idean (Author) / Ladd, Gary W (Thesis advisor) / Dumka, Larry (Committee member) / Jager, Justin (Committee member) / Kochel, Karen P (Committee member) / Kochenderfer-Ladd, Becky (Committee member) / Arizona State University (Publisher)
Created2016