Exploring the Development of Students' Sense of Responsibility: A Grounded Theory Approach

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Adolescence and Youth Development Virtual Poster Session

Abstract

This study explores the formation of students' sense of responsibility through a grounded theory approach. Analyzing 156 Chinese students’ narratives, schools and families were identified as primary contexts for responsibility development. The study revealed practical actions and emotional experiences as two main pathways for responsibility development. It highlights the importance of establishing an educational ecosystem, employing problem-based learning, and integrating emotional and reflective practices. These findings offer evidence-based strategies to cultivate responsibility in students.

Authors

• Huaiwei Gao, Hangzhou Normal University

• David Wicks, Nanjing University of Information Science & Technology