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Motivation and Outcomes for University Students in a Restorative Justice Program
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Meghan Gallagher Dahl
,
Peter Meagher
Published/Copyright:
November 12, 2014
Abstract
A restorative justice program (RJP) was developed at a large university in the housing student conduct office. Students accused of misconduct who participated in a restorative justice (RJ) conference completed surveys regarding their motivations and perceived outcomes. Results showed that students who were motivated to make reparations to others had the best outcomes, yet these students were often additionally focused on personal motivators. Students who felt pressured to participate had fewer benefits. Implications and limitations are discussed
Published Online: 2014-11-12
Published in Print: 2014-11-1
© 2014 by Walter de Gruyter Berlin/Boston
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Articles in the same Issue
- Masthead
- Innovations in Research and Scholarship Features
- The Development, Validity, and Reliability of a Psychometric Instrument Measuring Competencies in Student Affairs
- Motivation and Outcomes for University Students in a Restorative Justice Program
- Goals, Family, and Community: What Drives Tribal College Transfer Student Success
- The Role of Facebook in Fostering Transfer Student Integration
- “Underprepared” and “At-Risk”: Disrupting Deficit Discourses in Undergraduate STEM Recruitment and Retention Programming
- Using the Health Belief Model to Predict Bystander Behavior Among College Students
- Reconnecting: A Phenomenological Study of Transition Within a Shared Model of Academic Advising
- Innovations in Practice Feature
- Student Affairs Case Management: Merging Social Work Theory With Student Affairs Practice
- Innovations in International Feature
- The Acculturation Experiences of Foreign- Born Students of Color in Physics
- Media Features and Reviews
- Media Review: The Student Leadership Challenge: Five Practices of Becoming an Exemplary Leader
- Media Review: Pathways to Higher Education Administration for African American Women
- Media Review: 2012–2013 National Survey of First-Year Seminars: Exploring High-Impact Practices in the First College Year
- JSARP Guidelines for Authors
