Running head: MOTIVATING STUDENTS TO VOLUNTEER

Motivating Students to Volunteer: Revealing Reasons to Get Involved

Ryan Bishop
Sara Hogue
Danny Ledezma
Leah Sadoian
Azusa Pacific University

MOTIVATING STUDENTS TO VOLUNTEER

Abstract
This research study sought to answer the question What are the motivators and benefits that
influence undergraduate college students decisions to participate in volunteer service at a private
faith-based institution? The Center for Student Action (CSA) at Azusa Pacific University (APU)
was used as a case study for motivation to volunteer. Participants from a small, private, faithbased institution (APU) completed an online survey which listed various statements prompting
motivation to volunteer. Primary motivators of the participants included opportunities to engage
with diverse communities, feeling close to God, feeling a sense of purpose during
volunteerism, and past experience volunteering. This research concluded that location,
opportunity for diversity, and spiritual motivation were key reasons why participants chose to
volunteer with the CSA. These motivators aligned with the CSAs learning outcomes for
students, strengthening the credibility of the center on campus. The CSA was also evaluated
according to CAS Standards for Service-Learning Programs, with suggestions for improvement
relating to this studys findings.
Keywords: volunteer, motivation, undergraduate, student, involvement, faith

MOTIVATING STUDENTS TO VOLUNTEER

Volunteerism, or the decision to volunteer ones time or talents for the charitable,
educational, or other worthwhile activities in the community, is becoming a landmark trait in
individuals. From young children learning the importance of helping others, to the elderly
finding purpose in giving back to communities that supported and raised them, the act of
volunteering continues to be an important aspect of humankind.
Emerging adults, specifically college students, are also realizing the importance of
volunteerism. There is a variety of significant development that occurs during the college years,
and as students realize the world is larger than just themselves, a need to give back and volunteer
begins to grow. Many colleges and universities offer service-learning opportunities for students,
creating space to engage with a variety of communities while practicing healthy volunteerism.
This current study focused on the main factors that influence undergraduate college students
decisions to participate in volunteer service. Understanding the motivations behind volunteer
service among college students will help campuses create more opportunities and volunteer
experiences that will benefit both the students who volunteer, and those who receive their
service.
Literature Review
This current study focuses on learning the main factors that influence undergraduate
college students decisions to participate in volunteer service at a private, faith-based institution.
This research is narrowed down to specific type of institution and student population, so it is
important to review other relevant literature around the topic of motivation to engage in
volunteer service. Three main categories of motivation are discussed here. First, the impact on
the individual who volunteers, second, the significant impact on the university and surrounding
community, and finally, the large emphasis on volunteering as a way for individuals to prepare

MOTIVATING STUDENTS TO VOLUNTEER

for their future. These three main categories of motivations lay the groundwork for why students
choose to volunteer, and provide a framework to compare and contrast the reasons why
undergraduate students participate in volunteer service at a private, faith-based institution.
Impact on the Individual
Although the focus of volunteering is on the person being helped, research shows that
becoming engaged in volunteering can impact the volunteer him/herself while in college, and
also well into adulthood. One longitudinal study that began in 1990 looked at the lasting impact
on the well-being of students who volunteered and are now adults in their mid-thirties (Bowman,
Brandenberger, Lapsley, Hill, & Quaranto, 2010). The results of the study showed that graduates
who engaged in volunteering and also taking at least one service learning course reported a
positive relation on well-being 13 years later (Bowman et al., 2010). Specifically the types of
well-being reported were personal growth, environmental mastery, purpose in life, and life
satisfaction (Bowman et al., 2010). This research is important because it shows that community
involvement while in college is a good predictor of well-being long after college is over. While
volunteering has an impact on ones well-being well into adulthood, a study done in 2010
explored the connection between Eriksons generativity or concern for others to take action and
ones faith (religiosity or spirituality) (Brady, & Hapenny, 2010). 94 undergraduates from a
religiously affiliated college were surveyed to measure their generative behavior using the
Generative Behavior Checklist. Students also took a religious assessment to measure their
religiosity (Brady, & Hapenny, 2010). Results showed three things. First, there was a correlation
between generative concern and spiritual identity. Second, there is partial support for a positive
correlation between religiosity and generative concern. Finally, results showed a positive
correlation between a high level of religious involvement and identification with the millennial

MOTIVATING STUDENTS TO VOLUNTEER

generation (Brady, & Hapenny, 2010). The last result was unexpected by the researchers but
showed that millennials are a group of young adults that care deeply about their faith, engage in
its customs and show a growing awareness of the needs of others (Brady, & Hapenny, 2010).
With the millennial generation entering or already in college, faith based institutions such as
Azusa Pacific University will start to see an influx in a desire to help others and students seeking
to engage in the community. This is an opportune time to build up programming for volunteering
so students will be set up for a flourishing adulthood, as the research suggests.
As volunteering encourages internal rewards for college students, colleges also provide a
way for underrepresented students, such as Latino/a students, to experience volunteering and
community engagement (Fajardo, Lott, & Contreras, 2014). Previous research shows that college
experiences impact volunteerism for Latino/a students because it seems to shape their behaviors
into adulthood (Fajardo et al., 2014). One study done in 2014 showed that Latino/as that rated
themselves with high leadership ability were more likely to volunteer because they saw it as a
vehicle to social change and were more likely to have a socially responsible leadership
disposition (Fajardo et al., 2014). Latino/a students are also more likely to volunteer if they
regularly attended a religious service. (Fajardo et al., 2014). As more research is done to expand
these findings about how educational experiences impact civil engagements especially for
Latina/o students, the influence of these experiences will have a positive impact on the lives of
Latina/o students as adults and on the broader community (Fajardo et al., 2014). For
administrators in the student affairs field, it is important to also remember the needs of all
students and develop programming that will positively impact them as well.
Although there are many positive impacts for the individual, research also exists that does
not support the benefits of volunteering in college. Sometimes, college students struggle to make

MOTIVATING STUDENTS TO VOLUNTEER

sense of their volunteering and have a difficulty coming to terms with the social problems that
they encounter in their volunteering (Holdsworth & Quinn, 2011). This can cause a negative
experience and cause students to avoid volunteering in the future. Volunteering can also cause
perpetuation of inequalities because students see themselves as doing good and not taking the
experience as potential for transformation (Holdsworth & Quinn, 2011). To avoid a negative
impact, institutions must allow students to deconstruct their experiences with a collective
community (Holdsworth & Quinn, 2011). It is also up to the institution to not take volunteering
as a win/win situation but communicate with students on what to expect (Holdsworth &
Quinn, 2011). Colleges also must see volunteering as a space where students can step outside of
their comfort zones and explore a world they would otherwise never know (Holdsworth &
Quinn, 2011). Programming needs to be in place for students to explore what they are doing but
also have time to deconstruct their experiences and create meaning on what they saw and
learned. As students explore a world that is new to them, they start to learn about social justice
and the impact that has on their faith and cognitive development.
A study done in 2013 explores the relationship between faith and social justice. Results
showed that there is a strong relation between social justice activities and faith maturity meaning
that college students engagement in social issues reflects their faith maturity and their attitudes
towards social justice (Kozlowski et al., 2013). Faith based institutions benefit in focusing their
programing towards social justice attitudes, faith maturity and civic engagement because there is
a call for civically engaged citizens, the understanding of the needs of others, and the mentality
to come always and serve (Kozlowski et al., 2013). If students are given the opportunity to
deconstruct what they are learning, while volunteering and also being exposed to social justice,

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the impact on the individual creates an engaged citizen who seeks to understand and help others
well into their adult life.
Volunteer setting and students own personal beliefs are two ways students are set up for
success in volunteering. A study done in 2014 asked students what motivates them to volunteer.
The results showed that one fifth of the 406 volunteers surveyed volunteered with a faith based
organization (Moore, Warta, & Erichsen, 2014). These results show that faith based institutions
are in a prime arena to engage students to volunteer and utilize their values. The types of students
who volunteer are typically introverted and also female, but that is not to say males and
extraverts do not volunteer (Trudeau & Devlin, 1996). Students also recognize and appreciate
community service and see it as a way to give back to the community (Trudeau & Devlin, 1996).
If students are given the opportunity to seek social justice, step out of their comfort zone and
given the space to explore what they learned while they are college; colleges will be graduating
well rounded students who will go into the world with a service-oriented mindset. The impact on
the individual spreads also to the university and surrounding community, who benefit from
student volunteerism as well.
Impact on the University and the Community
Volunteer service by undergraduate students has great impact on both the university as
well as the community it is serving. One of the most vital aspects to college students
volunteering can be found in Sullivans (2013) study that emphasized campus culture of
volunteering (Sullivan, Ludden & Singleton, 2013). Sullivan created a quantitative study which
looked directly at the Universitys mission statement and what influence it had over the
volunteering of a student body (Sullivan, Ludden & Singleton, 2013). Sullivan found that a when
volunteering is being promoted by school officials, the student body is also encouraged to

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volunteer (Sullivan, Ludden & Singleton, 2013). It is always important to remember the
institutions effect on the student body volunteering or not. For some private faith based
institutions, volunteering is required so it is important for an institutions mission statement and
culture to cultivate a sense of community service and community pride.
A college or university is able to promote and cultivate community service work by
knowing what and where its students can get involved. A 2014 study done on more than 90,000
students from 1,600 postsecondary institutions tracked the popularity of different forms of
community or volunteer service and who was involved with them. Of the over 90,000 students
surveyed nearly 50% of them volunteered with community service and 15% reported that their
college program required community service (Griffith & Thomas, 2014). An interesting finding
showed that students who were required to have community service performed activities
involving more direct assistance to the needy, whereas those who were not required to perform
community service performed activities in connection to larger, more formal institutions (Griffith
& Thomas, 2014). Where and why are very important motivational factors in how community
service and volunteer work affects the institution. At the private faith based institution, Azusa
Pacific University (APU), there is an example of what impact volunteering and community
service has had on an institution. The Center for Student Action (CSA) is a fully funded office
with the purpose to have students be a part of the local and global community. CSA learning
outcomes reflect this overarching purpose. (Center for Student Action, n.d.). The offices
learning outcomes are based on the four cornerstone of the University: Christ, Community,
Scholarship, and Service. It is here at APU and the Center for Student Action that there is an
impact of both the university and the local community. The learning outcomes of the office itself
help keep in focus all of the work that comes out of the office on the good of the student, the

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university, and just as importantly the local and global community as a whole (Center for Student
Action, n.d.). For a more in depth look at the partnership between a university and the
community around them, Anyon (2007) studied the potentiality of community and university
partnership by focusing on bringing growth and development to both the community and its
residents (Anyon & Fernandez, 2007). Anyon and Fernandez (2007) discuss The John W.
Gardner Center for Youth and its partnership with Stanford University. This partnership is
highlighted because of the adversities it overcame to become an example for other colleges
(Anyon & Fernandez, 2007). In fact, the center now is working to build its own endowment
because of the one-time gifts it was able to secure through the university president and dean
(Anyon & Fernandez, 2007). As a community flourishes, so also does relationships between
students, staff, and the university as a whole.
Dr. John August Hoffman (2012) discovered this in his study that explored the
relationship between community service and volunteer work with students own personal feeling
of connectedness and belonging (Hoffman, 2012). Results found a strong connection between
those who engaged in community service work activities and the perceptions of the importance
of community service work as well as positive feelings of connectedness to the community
(Hoffman, 2012). The sense of reward and purpose that the students felt was belonging and
connectedness to the local community in which they served. This shows the motivation not only
for students who get involved but also a motivation for colleges and universities because of the
connection to community that does indeed take place.
Although it is very important for universities to support student engagement and create
the culture for volunteerism, requiring volunteer service may not be effective. After surveying
over 400 students, a study at the University of Oklahoma found that community connectedness

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10

was the main factor engagement in community service and some factors, such as cost to
providing service and awareness of community needs, were lowest on the scale (Hellman,
Hoppes, & Ellison, 2006). Although this sample of students used by the study were only healthrelated professionals, it still provides a foundation that shows a main motivating factor to
volunteer and engage in community service (Hellman, Hoppes & Ellison, 2006). Community
service work and volunteering at a private faith based institution is something that impacts the
life of the university and the community it is involved in deeply. The research shows that the
motivation of connectedness and belonging being a main factor in volunteering. These aspects,
along with others, help provide preparation for an individuals future. Being prepared for the
future is another major motivation for why students choose to volunteer.
Preparing for the Future
Volunteer service has a great impact on the life of a young adult. During their
undergraduate career, young adults look for opportunities to get involved. Even if volunteer
service is not required, students are looking for meaningful experience to impact their view on
the world. Beehr, LeGro, Porter, Bowling, and Swader (2014) examined required and nonrequired volunteering. Students who are required to volunteer tend to look for rewards, while
student who volunteer on their own accord, will look for feelings of satisfaction and pleasure
(Beehr et al., 2010). Many students are looking to get involved in order to help their community.
A study identified five subscales to understand what undergraduate students are looking for from
their university; civic engagement being the most important factor for undergraduate students to
have from their university (Droege & Ferrari, 2012). Motivating students to volunteer and
engage in their community is important. In her article, Weston (2013) focuses on the importance
of volunteering before students enter college. If students are taught the importance of

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11

volunteering and civic engagement, their undergraduate experience will be filled with civic
engagement. Students who express a desire to volunteer at the beginning of college are more
likely to become engaged showing that students desire to volunteer in college is not based solely
on college experiences (Rockenback, Hudson, & Tuchmayer, 2014).
It is important to learn which factors are associated with civic engagement in younger
generations because these factors may influence how young adults shape and contribute to the
betterment of society. Droege and Ferrari (2012) state that civic engagement, civic leadership,
community involvement, volunteering, giving to charity, and involvement with alma mater and
can positively impact communities by addressing and assisting with local needs. Engagement
can foster a sense of civic responsibility, creating positive attitudes toward involvement (Droege
& Ferrai, 2012). Community involvement may lead to a greater sense of understanding by
promoting a sense of identity, community, and purpose. As students become actively engaged in
their community, they understand national, international, and local issues that are related to
systemic injustices (Litttenberg-Tobias, 2014). Participating in civic engagement plays an
important role in the development of social justice attitudes (Littenberg-Tobias, 2014). It is
important to note that different types of service will have different effects on social justice
attitudes. Littenberg-Tobias (2014) found that group-based programs are more strongly related to
social justice attitudes than individual or one-time volunteer programs. This suggests that peers
may be an important factor in how students social justice attitudes change.
Civic engagement has begun to impact the future of undergraduate students. Students
civic involvement in college is positively correlated with attitudes supportive of civic
engagement within each of students four year in college (OLeary, 2014). Weston (2014)
explains that high school students feel more pressured to do volunteer service during their times

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12

off or summers in order to get accepted to a university. OLeary (2014) conducted a study that
provided valuable insight about which type of civic engagement involvement was more common
and during what point in the students college experience. Overall, it displayed that those
students regularly involved in civic engagement activities in college display stronger
commitments to civic engagement ideals. Students feel a need to become employable by doing a
type of civic engagement (Holdsworth & Brewis, 2014). A degree from a university is not
enough to get a job. Undergraduate students find themselves doing volunteer work in order to
gain experience in their fields (Holdsworth & Brewis, 2014). While students have become aware
of this new trend, it has not had a positive impact in encouraging students to get involved.
Employability has become a negative factor to promoting civic engagement because students are
resenting being told what to do and feel they are being controlled (Holdsworth & Brewis, 2014).
Students success amounts to more than graduation rate, grades, degree achieved, and job
placement; it includes outcomes that reflect the capacity to make meaningful contribution to the
society in which they live (Rockenback, Hudson, & Tuchmayer, 2014). Undergraduate students
must understand how the college experience promotes values and behaviors toward citizenship,
life meaning, and purpose.
This current study focuses on learning the main factors that influence undergraduate
college students decisions to participate in volunteer service at a private, faith-based institution.
Impact on the individual, university and community, and preparation for the future are three
major categories of why students choose to volunteer. These three categories also reflect
outcomes students seek in volunteering and with this in mind, we can move forward in our
research on why undergraduate students participate in volunteer service at a private, faith-based
institution.

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13

Method
Research Question
This study sought to answer the following question. What are the motivators and benefits
that influence undergraduate college students decisions to participate in volunteer service at a
private faith-based institution? Our goal is to build a foundation of understanding for the
motivating factors behind why students engage in community service, building off the variables
identified in existing literature, specifically the impact on the individual, impact on
university/community, and preparation for the future. The purpose of this study is to identify the
factors that motivate college students to volunteer, in order to benefit the Center for Student
Action (CSA) at Azusa Pacific University. The Center for Student Action is an office for
undergraduate students that provide opportunities for students to volunteer. Azusa Pacific
University is a small, private, Christian university located in Southern California. We developed
a survey to help asses why students engage in volunteerism based off of existing literature, CAS
Standards, and students previous involvement with the Center for Student Action. We designed
this survey to ultimately help answer the question of why students chose to volunteer.
Participants
Students who are involved with the Center for Student Action are spread throughout
campus, so in order to reach this vast population; we chose to build an online survey through
Google Forms. This survey was then distributed to the students through the directors in the
Center for Student Action via email. The surveys went to three teams overseen by the directors at
the Center for Student Action: Action Teams, Local Ministries, and Mexico Outreach. This was
our target population and we chose to distribute through the directors to increase the likelihood
of students responding since they would be seeing a name they recognized instead of one of ours.

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14

An incentive was also provided, with students being entered to win one of two gift cards if they
completed the survey. We received 217 completed surveys of the approximate 1,800 sent out.
This form of sampling is considered convenience sampling because the survey was sent out to all
of the students involved but we are only counting the ones returned within the first week of the
survey being sent out (Schuh, 2009 pg. 85). The sample consisted of undergraduate college
students between the ages of 18 23. There were 157 Female participants and 59 Male
participants and 1 who chose not to answer this question. The racial/ethnic makeup of the sample
was 133 White, 29 Hispanic/Latino/a, 30 Asian, 4 Black/African American, 1 American Indian or
Alaskan, 14 Mixed Race, 2 Native Hawaiian or Other Pacific Islander, and 3 chose not to
answer. 212 identified as Christian, 2 as Catholic, 1 as Unaffiliated and 2 chose not to answer.
Because these students have past volunteer experience with CSA, it provides a clearer picture of
what motivates students to volunteer. Strengths of this survey include reaching students via email
rather than a single event, incentives offered for participants, and the timing of the survey. The
Mexico Outreach Team (one of three main groups of participants for this survey) had recently
returned from their volunteer service trip when the survey was sent out. Because students just
returned from serving, their motivation to fill out this survey increased since they had recently
volunteered. Some weaknesses with this survey is Azusa Pacific Universitys student population,
which is predominantly White. This caused the number who responded to be predominantly
white, so the responses of minorities are not well represented. Another weakness is because of
deadlines with this project, we only collected the surveys that were returned in the first week
instead of allowing more time for students to turn in the survey. This is also the only time a
survey like this has been sent out so we cannot compare our findings to another local survey.

Materials

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The data for this study was collected through a 37 item online survey distributed through
Azusa Pacific Universitys email from the Center for Student Actions database. The survey
included questions using the Likert scale, demographic questions, and close ended questions. The
Likert scale was 1-5 with strongly disagree as 1 and strongly agree as 5. Since this survey was
specifically for an office on Azusa Pacific Universitys campus, we created a local survey
drawing from research previously done, the CAS standards, and goals set by the Center for
Student Action. The survey was reviewed and approved by the directors of the Center for Student
Action as well as our professor before it was sent out to the students. A copy of our survey can be
found in the appendix (Appendix A).
Four different categories of questions were used in the survey. First were questions
relating to participants involvement with CSA. These included (a) I signed up to volunteer
because my friends were already participating, (b) I signed up to volunteer because I wanted to
visit the country or community the ministry was located in, (c) I signed up to volunteer
because I have past experience volunteering, (d) I signed up to volunteer because I need to
complete service requirements to graduate, and more. These highlighted participants history of
volunteerism and involvement with CSA. The second category of questions related to CAS
standards for Service Learning Programs. CAS Standards for Service-Learning Programs (S-LP)
are highlighted through four different areas: diversity, program, leadership, and campus and
external relations. Statements were also on a 5 point Likert scale, from Strongly Disagree to
Strongly Agree. First, Diversity. CAS Standards state that S-LP must recognize, honor, educate,
and promote respect about commonalities and differences among people within their historical
and cultural contexts and also that S-LP must address the characteristics and needs of a diverse
population when establishing and implementing policies and procedures (Dean, 2009, pg. 355).

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To assess this question, participants were prompted with the statement, (a) My motivation to
volunteer with CSA is influenced by the opportunity to engage with diverse communities.
Second, programming. CAS Standards states S-LP must offer a wide range of curricular and cocurricular service-learning experiences appropriate for students at all developmental levels and
with a variety of lifestyles and abilities (Dean, 2009, pg. 352). Participants were prompted to
evaluate this standard through the statement, (b) My motivation to volunteer with CSA is
influenced by the variety of programming the office provides. Third, leadership. CAS Standards
states many aspects of leadership for Service Learning Programs, including articulating vision
and mission, setting goals and objectives, advocating programs and services, and more (Dean,
2009, pg. 352). These standards were addressed to participants through the statement, (c) My
motivation to volunteer with CSA is influenced by the leadership of the professional staff in the
office. Fourth, and finally, campus and external relations. CAS Standards state that SL-P must
reach out to relevant individuals, campus offices and external agencies to maintain relations,
share information, and coordinate and collaborate, where appropriate (Dean, 2009, pg. 355). This
standard was addressed to participants through the statement, (d) My motivation to volunteer
with CSA is influenced by the opportunity to build relationships with the community outside of
the university. These questions in the survey were designed to evaluate the Center for Student
Action through various CAS Standards for Service-Learning programs, helping identify more
motivating factors in student volunteerism. The third category of questions were based off of
themes in existing literature on motivations for volunteerism, such as (a) I seek opportunities to
engage in the community. (b) I have an desire to make an impact in society. (c) I volunteer to
develop my leadership abilities. (d) I volunteer to get out of my comfort zone. The fourth
category of questions were standard demographic questions in order to help specify our data

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analysis. Participants were asked their Gender, Class Year, Major, Housing situation, Work, Race,
and Religion. Collectively, these questions helped create three distinct categories relating to
motivations for volunteerism with CSA: themes present in the literature (impact on individual,
university/community, and preparation for the future), CAS standards for Service Learning
Programs, and previous involvement with CSA.
Procedure
Participants were asked to fill out a 10-15 minute survey at their convenience and were
instructed to agree to the consent form before they could move on to the survey. The students
were also notified that if they completed the survey, they would be entered into a raffle to win
one of two gift cards. When the participants completed the survey and hit submit, it was
automatically reported into a Google spreadsheet which was transferred over to SPSS for
statistical analysis. The data was then analyzed through a variety of statistical tests in order to
answer the original research question of What are the motivators and benefits that influence
undergraduate college students decisions to participate in volunteer service at a private faithbased institution?
Data was first analyzed using descriptive statistics in order to reveal the demographics of
the participant population. Frequencies were calculated for Gender, Class Year, Race, and
Religion (reported above). After demographic statistics were finished, overall means for the three
categories of questions were calculated. These categories are themes present in the literature
(impact on individual, university/community, and preparation for the future), CAS standards for
Service Learning Programs, and previous involvement with CSA. The highest scoring question
of each three category is reported below as the First Tier motivators. The second highest
scoring questions of each category are also reported as the Second Tier motivators. This helped

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answer the research question of what are the main motivators that influence college students
volunteerism. After these were established, one way ANOVAs were calculated for each of the
four different involvement options (Local, Action Teams, Mexico Outreach, and Two or More
Teams) and the First Tier motivators. A one way ANOVA was also calculated for Second
Tier motivators, and significant differences were reported. These reveal more specific
motivators for college student volunteerism. Additional comparative statistics were calculated
between the demographic categories. Independent t-tests were calculated between First Tier
motivators and Gender, and between First Tier motivators and Race. A one way ANOVA was
calculated between Class Year and First Tier motivators. Together, this statistical analysis
reveals the main motivators and benefits that influence college students decisions to volunteer.
Results
Frequencies
Frequencies were calculated for demographic questions in order to gain a better
understanding of the sample for this study. Gender, Class Year, Race, and Religion were
calculated, and the frequencies are reported in the Methods section above. Participants
involvement is categorized in four different groups: Local, Action Teams, Mexico Outreach, and
Two or More Teams. Frequencies were calculated for each of these involvement groups prior to
comparative statistics (See Chart 1). 37 participants (17.2%) reported involvement with Local,
39 participants (18.1%) reported involvement with Action Teams, 84 participants (39.1%)
reported involvement with Mexico Outreach, and 55 participants (25.6%) reported involvement
with Two or More Teams.
Chart 1: Pie Graph of Survey Samples Involvement with CSA

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Table 1: Highest Scoring Motivators

First Tier and Second Tier Motivators (highest to lowest)
Question

Mean

Frequency (%)

I am motivated to volunteer because of my personal

values (Literature Review, first tier)

4.60

67.1%

145

I feel a sense of purpose when I volunteer (Literature

Review, second tier)

4.58

66%

142

My motivation to volunteer with CSA is influenced by

the opportunity to build relationships with the
community outside the university. (CAS Standards, first
tier)

4.13

45.2%

98

I signed up to volunteer because I feel close to God when

I volunteer (Past experience with CSA, second tier)

3.98

41%

89

I signed up to volunteer because I have past experience

volunteering. (Past experience with CSA, first tier)

4.00

40.3%

87

My motivation to volunteer with CSA is influenced by

the opportunity to engage with diverse communities
(CAS Standards, second tier)

3.92

37.5%

81

Table 2: One-Way ANOVA results for questions with significant differences between groups

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I signed up to volunteer because I feel close to
God when I volunteer

20
N

Mean

Standard Deviation

Local Ministries

37

3.59

.985

Action Teams

39

3.85

.961

Mexico Outreach

84

4.10

.887

Two or More Teams

55

4.15

.951

Source

df

SS

MS

Between groups

8.81

2.94

3.37

.020

Within groups

211

184.07

.87

I signed up to volunteer because I feel close to

God when I volunteer

My motivation to volunteer with CSA is

influenced by the opportunity to engage with
diverse communities

Mean

Standard Deviation

Local Ministries

37

3.35

1.230

Action Teams

39

4.08

.929

Mexico Outreach

84

3.92

1.118

Two or More Teams

55

4.20

.970

Source

df

SS

MS

17.24

5.75

5.02

.002

My motivation to volunteer with CSA is

influenced by the opportunity to engage with
diverse communities
Between groups

MOTIVATING STUDENTS TO VOLUNTEER

Within groups

21
240.41

210

1.15

MOTIVATING STUDENTS TO VOLUNTEER

22

To figure out what are the main motivators and benefits of volunteerism, average means
were calculated for each category of questions in the survey: themes from the Lit Review, past
CAS Standard Themes, and experience volunteering with CSA. The highest scoring questions
are classified as First Tier motivators, and the second highest scoring questions are classified
as Second Tier motivators. All questions were based on a 5 point scale, making the highest
possible score a 5.
First Tier Motivators
The highest scoring question in the themes from the Lit Review category was I am
motivated to volunteer because of my personal values 145 out of 217 students reported
Strongly Agree (67.1%), (mean = 4.6). The highest scoring question in the CAS Standard
Theme category was My motivation to volunteer with CSA is influenced by the opportunity to
build relationships with the community outside the university. 98 out of 217 students reported
Strongly agree (45.2%), (mean = 4.13). The highest scoring question in the Past experience
volunteering with CSA category was I signed up to volunteer because I have past experience
volunteering. 87 out of 217 students reported Strongly Agree (40.3%), (mean = 4.00). These
findings are summarized in Table 1.
Second Tier Motivators
The second highest scoring question in the Literature Review category was I feel a sense
of purpose when I volunteer 142 out of 217 students reported Strongly agree (66%), (mean =
4.58). The second highest scoring question in the CAS Standards Theme category was My
motivation to volunteer with CSA is influenced by the opportunity to engage with diverse
communities. 81 out of 217 students reported Strongly agree (37.5%), (mean = 3.92). The
second highest scoring question in the Past experience volunteering with CSA category was I

MOTIVATING STUDENTS TO VOLUNTEER

23

signed up to volunteer because I feel close to God when I volunteer 89 out of 217 students
reported Agree (41%), (mean = 3.98). These findings are summarized in Table 1.
Comparative Statistics
One way ANOVA.
A one-way ANOVA test was calculated between the First Tier motivators and
participant involvement (Local, Action Teams, Mexico Outreach, and Involvement in 2 or More
Teams). There was no significant difference between the four groups and I signed up to
volunteer because I have past experience volunteering (p = .258), My motivation to volunteer
with CSA is influenced by the opportunity to build relationships with the community outside the
university (p = .362), and I am motivated to volunteer because of my personal values (p = .
191). Therefore, none of the groups felt more strongly than the others that these motivators
influenced their decision to volunteer with CSA.
Another one-way ANOVA test was calculated between the Second Tier motivators and
the four different involvement groups. There was no significant different between the four groups
and I feel a sense of purpose when I volunteer (p = .812). There was a significant difference
between the four groups and I signed up to volunteer because I feel close to God when I
volunteer (p = .020) and My motivation to volunteer with CSA is influenced by the
opportunity to engage with diverse communities (p = .002).
An LSD post hoc test was calculated in order to identify which groups significantly
differed from each other regarding these two questions. For I signed up to volunteer because I
feel close to God when I volunteer, there was a significant difference between participants who
were involved with Local teams and participants who were involved with Mexico Outreach (p = .
007), and participants who were involved with 2 or more teams (p = .006). Participants who were

MOTIVATING STUDENTS TO VOLUNTEER

24

involved with Local teams averaged 3.59 for this question, Mexico Outreach averaged 4.10, and
Two or More Teams averaged 4.15. Therefore, Mexico Outreach and Two or more Teams felt
more strongly that their motivation to sign up to volunteer was because they feel close to God
when they volunteer. These findings are summarized in Table 2.
For My motivation to volunteer with CSA is influenced by the opportunity to engage
with diverse communities, a significant difference was found between Local teams and Action
teams (p = .003), Mexico Outreach (p = .008), and 2 or More Teams (p = < .001). Local teams
averaged 3.35, Action Teams averaged 4.08, Mexico Outreach averaged 3.92, and Two or More
teams averaged 4.20. Therefore, Action Teams, Mexico Outreach, and Two or More Teams all
felt significantly strongly than Local Teams that their motivation to volunteer with CSA was
influenced by the opportunity to engage with diverse communities. These findings are
summarized in Table 2.
Independent Samples T-Test/One way ANOVA for Demographics.
Additional comparative statistics were calculated for demographic information reported
and the First Tier motivators.
An independent samples t-test was calculated between gender and the First Tier
motivators. There was no significant difference reported, concluding that men and women did
not differ in their motivation to volunteer for the First Tier motivators.
Race was recoded into two variables, White and Non-White in order to calculate an
independent t-test for the highest scoring questions. A one-way ANOVA could not be calculated
because at least one group in the Race variable had fewer than two cases. There was no
significant difference reported, concluding that White participants and participants of color did
not differ significantly in their agreement with the highest scoring questions.

MOTIVATING STUDENTS TO VOLUNTEER

25

A one-way ANOVA test was calculated between class year and First Tier motivators.
There was a significant difference between the four groups and My motivation to volunteer with
CSA is influenced by the opportunity to build relationships with the community outside the
university (p = .049). A post hoc test revealed the significant difference was between
Sophomores and Juniors, and Sophomores and Seniors. Sophomores reported an average of 3.80,
Juniors reported an average of 4.28, and Seniors reported an average of 4.27. Therefore, Juniors
and Seniors significantly agreed more with the statement My motivation to volunteer with CSA
is influenced by the opportunity to build relationships with the community outside the
university than Sophomores. These results collectively revealed the strongest motivators and
benefits for undergraduate students decision to volunteer, as shown in the First Tier and
Second Tier motivators.
Discussion
The results of our research reveal three main points of discussion. First, there are
significant spiritual motivations for short-term volunteer trips that travel out of country. Second,
there is a significant motivation of location and diverse communities for participants who
volunteer with teams who travel out of country. Finally, demographic results reveal that
motivation to volunteer is not significantly different across gender or racial divides. Together,
these results help prompt areas of improvement for Center for Student Action and volunteer
programs at other colleges and universities.
The survey question I signed up to volunteer because I feel close to God when I
volunteer, showed a significant difference between Mexico Outreach and the other three
involvement options. Mexico Outreach had a significantly higher motivation for volunteering
because of the spiritual aspect of feeling closer to God. Although the Two or More Teams group

MOTIVATING STUDENTS TO VOLUNTEER

26

had a significantly higher difference, the survey data revealed that one of the multiple teams the
majority of the participants were involved in was Mexico Outreach. The spiritual aspect of
Mexico Outreach is clearly a motivating factor that plays a big part of students involvement
within the CSA. This shows that the majority of motivations found in the volunteers at the CSA
find closeness to God as a motivating factor when it comes to Mexico Outreach. What sets
Mexico Outreach apart from the other teams is that it is the only short-term volunteer
opportunity that travels outside of the country. Action Teams spend up to a month in another
country, while Local teams serve the local community around APU. A primary motivator to
volunteer in Mexico Outreach specifically is the closeness to God, which comes through an
international short-term volunteer opportunity.
Next, results revealed that local and the opportunity to engage with diverse communities
is strong motivator in why students choose to volunteer. A Second tier motivator, My
motivation to volunteer with CSA is influenced by the opportunity to engage with diverse
communities, showed a significant difference between Local Ministries and all of the other
teams (Mexico Outreach, Action Teams, and Two or More Teams). The students who filled out
the survey said they were more motivated by the opportunity to engage with diverse
communities when they were a part of all of the teams except Local Ministries. This finding
reveals that location is a big factor for students who volunteer at the CSA. Local Ministries are
the other CSA volunteer opportunity in the survey which does not travel internationally.
Therefore, location is also a primary motivator for why students choose to engage in
volunteerism.
Along with the opportunity to visit new locations, participants are also given the
opportunity to engage with diverse communities. The two second tier motivators which

MOTIVATING STUDENTS TO VOLUNTEER

27

revealed significant differences between groups support this conclusion. The program of Mexico
Outreach, for example, has a high volume of students who want to be closer to God as well as
being able to visit Mexico and engage with their community. This manifests itself in the many
practical service opportunities students engage with while in Mexico. With the Action Teams, the
significance was found was engaging in diverse communities. As Actions teams visit other
countries, they are also given the opportunity to engage with diverse communities abroad. This
second tier motivator does not say for sure that this is the case and needs further research to
support this. However, it can be assumed that the idea of visiting or touristing plays a
significant part in motivation for students at the CSA.
The demographic data revealed interesting findings regarding the year in school the
students reported and the top tier motivator, My motivation to volunteer with CSA is
influenced by the opportunity to build relationships with the community outside the university.
Juniors and Seniors found a much higher motivation to volunteer because of the motivator,
building relationships outside of the university. Older students may also have a better
understanding of the Center and the surrounding community, thus creating credibility and
familiarity when deciding to volunteer with CSA or another opportunity. However, there was no
significant difference between gender and race/ethnicity, which means that the CSA has recruited
a wide variety of students who all share the same passion and motivation to volunteer. This is
important to keep in mind as CSA continues to recruit students for their volunteer opportunities,
as any student may be motivated as the next student to volunteer with them.
The CSA does a remarkable job of keeping students motivated for reasons that align with
the previously stated learning outcomes. Mexico Outreach and Action Teams do significant work
in creating a culture that shows significant students motivation aligns with learning outcomes

MOTIVATING STUDENTS TO VOLUNTEER

28

the Center works towards. There is a strength seen in the program in how it deals with creating a
culture in the global minded programs. The learning outcomes that center on Christ and
Community are seen in the both the top tier and second tier motivators. Although the
learning outcomes centered on Service and Scholarship do not seem to be a strong motivating
factor, it plays a role in what the CSA can do moving forward. The CSA also met CAS Standards
for campus/external relations and diversity. Leadership and Programming, the other two CAS
Standards reviewed in this study, can be improved within CSA through implementing new
service opportunities or restructuring existing ones, such as Local Ministries.
There are growth areas as seen in the results of the survey. The Local Ministries part of
the CSA does not seem to have a culture that has been built up within the students that have
participated in it. There was not any significance that showed motivation being a major factor for
those being a part of Local Ministries. This shows that the culture within those students is not the
same that it is for other programs in the CSA. There is also a growth area that is found with
different age groups. The CSA seems to have a great relationship with juniors and seniors and
find the motivating factors more significant with them but with sophomores there is a lack of
connection to some of the motivators. The office can grow through connecting with younger
students on campus.
The staff in the CSA has already started taking steps in working on these growth areas
and results will confirm their progress. The CSA is starting to connect with the younger students
on campus in hiring entry level student positions. These will allow first year and second year
students to get more involved with the Center. These positions will work to create culture and
motivation in all aspects. Local Ministries is also revamping their structure to increase quality
and decrease quantity. This will help to provide a better experience and begin to build up

MOTIVATING STUDENTS TO VOLUNTEER

29

credibility within the Local teams, which would lead to the top tier motivators mentioned in
this survey. These changes, along with others, will help the CSA reach their full potential and
increase volunteerism across the campus.
Conclusion
This research study sought to answer the question of what motivates college students to
engage in volunteer opportunity at their institution. By analyzing quantitative data from a survey
sent out to students who have volunteered with the Center for Student Action at APU, several
conclusions were reached. It was discovered that primary motivators for APU students to
volunteer centered on closeness to God and spiritual aspects of volunteerism, along with
opportunities to visit new locations and engage with diverse communities. These motivators
align with the CSAs learning outcomes for students, and strengthened the credibility of the
center on campus.
Further research could explore primary motivators for students at non-faith based
institutions, large research-based schools, or even expanding to non-traditional students. Because
our sample was very specific, conclusions may not be applicable to larger audiences. However, it
is interesting to note the primary motivators to volunteer from participants in our study, not only
to support the work the CSA is doing on campus, but also as encouragement that emerging
adults have not strayed away from volunteerism. It continues to be an important part of an
individuals development, with benefits both for the community a student serves, and the student
themselves. As colleges and universities continue to make changes to strengthen their institution
and their student body, it is vital that students are invited to participate in volunteer opportunities.
Institutions can be assured that their student body is motivated to serve both the college and its
greater community as well.

MOTIVATING STUDENTS TO VOLUNTEER

30

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volunteers: Community volunteerism among students in college classes. Teaching of
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Griffith, J., & Thomas, T. (2014). Do college youth serve others/how and under which
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OLeary, L. S. (2014). Civic engagement in college students: Connections between involvement

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25-27.

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APPENDIX A
Copy of Survey Questions
Motivators and Benefits of Volunteer Service in College Students
The purpose of this study is to look at why college students choose to volunteer, and the impact
of service learning opportunities. Your participation in this study will help Student Affairs
Professionals learn about volunteer service among students, and also help students understand
themselves. An informed consent form for this research is below. After completing it, you will be
taken to the full survey, which should take about 10-15 minutes. Thank you for your time and
participation!
- Ryan Bishop, Sara Hogue, Danny Ledezma, & Leah Sadoian
Informed Consent
I am being asked to participate in a research project conducted by Ryan Bishop, Sara Hogue,
Danny Ledezma and Leah Sadoian in the School of Behavioral and Applied Sciences, Azusa
Pacific University (APU). I am being asked because my opinions will help Student Affairs
Professionals understand the motivating factors behind why college students volunteer. This
study is student-initiated and will be used to satisfy the completion of a graduate level course.
PURPOSE: The purpose of this study is to look at why college students choose to volunteer, and
the impact of service learning opportunities. The goal of this study is to identify the main factors
that influence undergraduate college students decisions to participate in volunteer service at a
private, faith-based institution.
PARTICIPATION: I agree to complete a survey that ask about my history of volunteer service,
interaction with the Center for Student Action (CSA) at APU, and why I choose/not choose to
volunteer. The time estimated for completing the survey is about 10 minutes.
RISKS & BENEFITS: The potential risks associated with this study are very minimal, including
personal inconvenience associated with filling out a survey and mild discomfort at thinking
through ones decision to volunteer. We expect this research to benefit society by helping
students understand themselves better.
COMPENSATION: There is no compensation for participating in this research project.
VOLUNTARY PARTICIPATION: Please understand that participation is completely voluntary.
My decision whether or not to participate will in no way affect my current or future relationship
with APU or its faculty, students, or staff. I have the right to withdraw from the research at any
time without penalty. I also have the right to refuse to answer any question(s) for any reason,
without penalty.

MOTIVATING STUDENTS TO VOLUNTEER

34

CONFIDENTIALITY: The information collected will remain confidential within the constraints
of state and federal law. Our responses will be totaled and combined with the responses of other
participants and the results will only be used within the context of a graduate level class at APU.
We will collect individual emails in order to notify the winners of the raffle.
If you have any questions, or would like additional information about this research, please
contact one of the researchers at the emails below. You can also contact our professor, Dr. Holly
Holloway-Frisen at hfriesen@apu.edu.
Researcher Contact Information:
Ryan Bishop: ryanbishop87@gmail.com
Sara Hogue: shogue13@apu.edu
Danny Ledezma: dledezma14@apu.edu
Leah Sadoian: lsadoian13@apu.edu
I understand the above information and have had all of my questions about participation
in this research project answered. I voluntarily consent to participate in this research
- I give my consent to participate in this research
In relation to my experience volunteering through the Center for Student Action
I am involved in
-

Local Ministries

Action Team

Mexico Outreach

Other

The following survey questions are on a 1-5 scale from Strongly Disagree to Strongly
Agree
1.

I signed up to volunteer
because my friends were already participating

2.

I signed up to volunteer
because I wanted to visit the country or community the ministry was located in
1.
I signed up to
volunteer because I wanted to visit the country or community the ministry was located in
2.
I signed up to
volunteer because of a spiritual experience at chapel
3.
I signed up to
volunteer because I feel close to God when I volunteer

MOTIVATING STUDENTS TO VOLUNTEER

35

4.

I signed up to
volunteer because I had prior knowledge of the country or community the ministry was
located in
5.
I signed up to
volunteer because I had past experience with a specific CSA ministry
6.
I signed up to
volunteer because I have past experience volunteering
7.
I signed up to
volunteer because I need to complete service requirements to graduate
8.
I signed up to
volunteer because I have a class project requirement
9.
I signed up to
volunteer with the CSA because of my experience with City Links
10.
The information
received on Cougar Walk at a table influenced my decision to volunteer with CSA
11.
The information
received through APU 411 influenced my decision to volunteer with CSA
14. My motivation to volunteer with CSA is influenced by the opportunity to engage with diverse
communities
12.
My motivation to
volunteer with CSA is influenced by the variety of programming the office provides
13.
My motivation to
volunteer with CSA is influenced by the leadership of the professional staff in the office
14.
My motivation to
volunteer with CSA is influenced by the opportunity to build relationships with the
community outside of the university
18. I seek opportunities to engage in the local community
1.
I have a desire to make an impact in society
2.
I volunteer to develop my leadership abilities
3.
I volunteer to get out of my comfort zone
4.
Volunteering has increased my knowledge of social justice in
the world
5.
I am motivated to volunteer because of my personal values
6.
I feel encouraged by my school to volunteer
7.
I feel a sense of purpose when I volunteer
8.
I feel a sense of reward when I volunteer
9.
I volunteered in high school to strengthen my college
application

MOTIVATING STUDENTS TO VOLUNTEER

10.

I volunteer in college so I will be more employable after I

graduate

29. What is your gender?

a.
b.
11.
a.
b.
c.
d.
12.
13.
a.
b.
14.
a.
b.
15.
a.
b.
c.
16.
a.
b.
17.
a.
b.
c.
d.
e.
f.
g.
18.
a.
b.
c.
d.
e.
f.
g.

Male
Female
What is your class year?
Freshman
Sophomore
Junior
Senior
What is your major?
Do you live on-campus?
Yes
No
Do you currently have a job?
Yes
No
On average, how many hours do you work per week?
0-10 hours
11-29 hours
30 hours or more
Where is your job located?
On-campus
Off-campus
What is your race?
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Multi-Racial
Other
What is your religion?
Christian
Muslim
Buddhist
Folk Religion
Sikh
Unaffiliated
Other

36