ArticleFrontiers in psychology2026
Volunteering motivation and sustainable development awareness as predictors of preservice teachers' personal social responsibility.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: Personal social responsibility is an important construct in teacher education, reflecting individuals' ethical awareness, civic engagement, and commitment to social and sustainable development. Methods: This study examined whether preservice teachers' volunteering motivation-conceptualized as volunteering as commitment and volunteering as duty-and sustainable development awareness predict personal social responsibility. Using a cross-sectional correlational research design, data were collected from 960 preservice teachers enrolled in different teacher education programs. Data were gathered using validated self-report scales measuring personal social responsibility, volunteering motivation, and sustainable development awareness. Pearson correlation analysis and hierarchical multiple regression analysis were conducted to examine the relationships among the variables. Results: The findings revealed that volunteering as commitment and sustainable development awareness positively predicted personal social responsibility, whereas volunteering as duty negatively predicted personal social responsibility. The final regression model explained 30.8% of the variance in personal social responsibility ( Discussion: The study contributes to the literature by clarifying the differential roles of volunteering motivations and sustainability awareness in relation to socially responsible orientations in teacher education.
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