6 - Motivational opportunities and obstacles associated with social responsibility and caring behavior in school contexts

Summary

The development of responsible and caring behavior patterns is a major concern of parents and professionals responsible for the education and socialization of adolescents (Damon, 1995). For example, in a recent study (Krumboltz, Ford, Nichols, & Wentzel, 1987) in which parents and teachers of several hundred high-school students were asked to rate 120 goal statements in terms of “How important is it that people achieve this outcome by age 18?” the top four goals were all concerned with aspects of social responsibility and caring behavior:

1. Know right from wrong and act accordingly:

2. Be honest in dealing with other people:

3. Understand and avoid the harmful effects of prescription and illegal drugs; and

4. Avoid stealing or damaging other people's property

A number of other social goals reflecting altruism and concern for others, respect for people from diverse backgrounds, and responsible citizenship were also rated very highly. Given the breadth and diversity of goal statements included in this study – goal statements were constructed to represent five academic domains (verbal, math, science, social studies, and fine arts) and five nonacademic domains (health, interpersonal competence, moral development, career development, and attitudes toward self and learning) – this is compelling evidence for the strength and pervasiveness of society's concern with the development of social responsibility and caring behavior in youth.