| Sumario: | Part of a special issue on school-based community service. A study was conducted to examine the effects of key characteristics of service-learning experiences on the cognitive, moral, and ego identity development of undergraduates. Subjects participating in service-learning courses and control subjects wrote pre- and post-responses to social problems. In addition, service-learning participants completed weekly journals and an evaluation of their experiences. The findings indicated significant gains for the service-learning subjects on certain cognitive dimensions, such as awareness of multidimensionality. Aspects of the experience predicted cognitive increases in addition to increases in prosocial reasoning. Paired t-tests indicated significant gains in prosocial decision making, prosocial reasoning, and identity processing.
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