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TEGVIMPACT ANALYSIS RESEARCH

Project TeamInfakto Research WorkshopGüçlü Atılgan General Manager

Dr. Emre Erdoğan Project Manager

Ebru Işıklı Project Manager

TEGVEla Hasanoğlu Field Organisation Management Department Manager

Suat Özçağdaş Education and Volunteers Department Manager

Yaprak Kaymak Özgür Measurement and Evaluation Coordinator

Özgen Pekcan Field Coordinator

Merve Tahmisoğlu Field Coordinator

TEGV Impact Analysis Research has been conducted by Infakto Rese-arch Workshop. In addition to Infakto Research Workshop team, the project team established at TEGV and Prof. Dr. Sami Gülgöz, Dean of the College of Social Sciences and Humanities at Koç University and Member of TEGV Educational Advisory Board have contributed to the formation and execution of the study design.

ISBN 978-975-7125-89-1

TABLE OF CONTENTS

INTRODUCTION 9

FOREWORD 11

1. SUMMARY FINDINGS 13 1.1. TEGV Impact on Children 14 1.2. TEGV Impact on Volunteers 17

2. CHILDREN 20 2.1.1. The Purpose of the Research Study 20 2.1.2. The Sample of the Research Study 20 2.1.3. Who are TEGV Children? Some Demographic and Socioeconomic Data 22

2.2. Research Findings 23 2.2.1. Attitudes, Grades and Behaviour 23 2.2.1.1 Happiness: Every Child’s Right 23 2.2.1.2 Academic Achievement: What about Your Grades? 24 2.2.1.3 Conduct of the Children 26 2.2.2. Opinions and Perceptions 27 2.2.3 Study Habits 29 2.2.4 Values 31 2.2.5 Experiences and Perceptions 32 2.2.6 The Determinants of TEGV Impact: Multivariate Analyses 36

3. VOLUNTEERS 46 3.1. Youth, Volunteering and Social Capital (2008) 46 3.1.1 Volunteering Activity and Perceptions 47 3.1.2 Volunteering Activity, Psychological States and Perceptions 50 3.2. Volunteering and Outcomes (2009) 53 3.2.1 The Impacts of Volunteering: Changes and Outcomes 56

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INTRODUCTION

TEGV started its journey 15 years ago on 23 January 1995 claiming that “the prerequisite for seeing brighter faces in the future of Turkey is to provide children with the best educational opportunities today.” For 15 years, TEGV has made significant contributions with its unique model in order to enable children to have a happy childhood, to be well equipped for the future and look ahead always with hope and confidence. This model can be identified as the communication of educational programs which are developed by expert academicians to children by volunteer elder brothers and sisters at child-friendly TEGV sites.

All of these programs are going through measurement and evaluation processes, with a constantly in-creasing activity. After seeing that some of these programs are more or relatively less effective than some others, we made the necessary revisions or cancelled the insufficient ones and produced programs that are more effectual. And yet we carried on our path always measuring what we have done in the past.

Taking into consideration that each program has a considerable contribution to children, we always gave more importance to overall impact above all as a principle. We had a first-hand experience of what kind of difference being a “TEGV Child” could create; we felt it in our hearts. However, we knew that this was not enough, that we had to measure the impact TEGV had on children in a concrete manner, and yet that the measuring process was definitely what every non-governmental organisation dreamed of and a very diffi-cult task to realize…

On the other hand, throughout these 15 years, we worked with nearly 50.000 young volunteers, the ma-jority of them being university students and we continue to do so. We have also witnessed the transforma-tion that the volunteers went through thanks to the training they received, the close brother-sister relation-ship they formed with children and their intensive communication with one another. Over the years we have observed how productive, sharing and generous the youth are, when given full trust and provided with the necessary equipment and a free environment.

In our 15th year, we took our first step, believing that it was time to measure TEGV’s impact. TEGV’s im-pact on volunteers had already come into focus in the relative sections of the two research studies carried out in 2008 and 2009. But were TEGV children different from their counterparts who shared the same socio-economic characteristics and yet who did not participate in TEGV’s programs? And if that were the case, what was the nature of this difference?

The result is in the booklet in your hand. Combining this study, which constitutes the first step of a pro-spective measurement process that will continue in the forthcoming years, and other studies that measure the impact of TEGV on volunteers, we wanted to share TEGV Impact Analysis Research with you in TEGV’s 15th year.

We would like to express our most sincere thanks to Dr. Emre Erdoğan and Infakto research team, TEGV project team members who managed an extremely hard organisation and to Prof. Dr. Sami Gülgöz, who made valuable contributions to this research study.

Nurdan ŞahinGeneral Manager

Educational Volunteers Foundation of Turkey

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FOREWORD

It is hard to measure the impact of education; it is even harder to show that this impact actually exists.

When the research studies regarding the impacts of the educational programs implemented in various countries of the world are examined, one finds that the situation is deplorable. A great number of high-cost educational programs designed for children, adults or families cannot be demonstrated as having an impact on participants in relevant educational research studies. Although the people who receive education spend long hours during this process, the programs do not suffice in producing an outcome.

On the other hand, the fundamental expectation of the public institutions, non-governmental organisa-tions, international organisations and sponsor companies which allocate funds to these programs is to produce significant outcomes in return for their financial support.

The programs investigated in these research studies are generally orientated towards producing a de-velopment which includes very distinctive objectives generally in a restricted age group. Even in cases when education is quite effective in these programs, there are numerous factors that prevent the impact from come out in the open. Particularly in the programs where participation is voluntary, participant-related fac-tors such as low or high level of participation, on part of the students, leaving the program before comple-tion and motivational differences during participation encumber a clear view of the impact. When instruc-tors with different levels of knowledge and skills work with participants who differ in characteristics, highly varied levels of development emerge as a result, which also blurs the view. Other factors that either crystal-lise or blur this view are decisions as to what knowledge or skills are being measured, what methods are utilised in this measurement process and how soon measurement takes place after the completion of edu-cation.

When the situation is this complex in the educational programs which attempt to reach a significant participant population, it is conspicuously a much more difficult task to measure the impact of TEGV, an organisation which realises numerous development objectives with different age groups at various loca-tions.

What measurement method can be sufficient to measure the impact of TEGV, which aims to develop children’s mental skills, creativity, imagination, sports skills, awareness towards one another and differ-ences, co-existence skills, respect for their bodies, others’ values and opinions and many more aspects in programs such as drama, painting, mathematics, computer literacy, health, professions, human rights and science? When one adds the objective of measuring the outcomes of young people who take up the volun-tary instructor role in these educational programs, apart from TEGV children, it becomes even harder to measure this highly complex and intensive social contribution.

The booklet in your hand proudly declares that “TEGV Impact exists” against all odds. It is clearly ob-served that TEGV, which has been developed by a devoted community of volunteers, benefactors, employ-ees, executives and program coordinators, has already begun to prepare the children of our country for a better future in the 15th anniversary of its establishment.

In fact, “TEGV Impact” is not limited to participant children. What this research study demonstrates is that TEGV volunteers have also made positive progress thanks to their relationship with this organisation. As a person who takes pride in having worked with TEGV for more than ten years, I firmly claim that this impact, if measured, could be observed in all TEGV employees, executives and other people who have had to chance to work with TEGV.

TEGV is an organisation that turns everything it touches into something valuable. We already had this feeling; this research study has provided a basis for expressing what we feel with confidence.

Prof. Dr. Sami Gülgöz Member of TEGV Educational Advisory Board

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What could be the impact of a non-governmental organisation? In financial terms, we can measure the impact of a non-governmental

organisation by looking at its turnover. Or we can talk about its operational power; how many people it brings into action and how many people it can

reach. Another way of measuring it would be recognisability. We can mention in this respect its coverage in the media, recognition by its

affiliates or reputation in public opinion.

1. SUMMARY FINDINGS

What could be the impact of a non-governmental organisation? In financial terms, we can measure the impact of a non-governmental organisation by looking at its turnover. Or we can talk about its opera-tional power; how many people it brings into action and how many people it can reach. Another way of measuring it would be recognis-ability. We can mention in this respect its coverage in the media, rec-ognition by its affiliates or reputation in public opinion. Each one of these measurements is as valid and legitimate as the others. Apart from these visible criteria, we may also focus on unseen criteria and measure the impact by considering the traces it has left wherever it has touched upon. And this must be the hardest one of all.

It would be much easier for us to measure criteria such as financial indicators, number of employees, number of volunteers, media coverage, recognisability and reputation than measuring the impact that we personally observe, and believe or hope to be real. While an organisation’s balance sheet, employee records, media follow-up re-ports, annual reports or reputation researches are near at hand; the traces that we think we have left behind are substantially in our minds. Turning the impressions that our experiences or observations create in our minds into tangible, visible and measurable traces, and holding ourselves in readiness for disappointments caused by unmet expectations are two most important handicaps of trying to measure the impact in this way.

The main objective of TEGV Impact Analysis Research, which was brought to completion as a result of an intensive working period in the 15th year of Educational Volunteers Foundation of Turkey (TEGV), was to make an attempt to measure TEGV’s impact following the trac-es it left behind. The personal experiences and observations of TEGV employees and volunteers revealed that TEGV left an impact on peo-ple it reached as a part of its mission, namely children and volunteers, and caused a lot of changes in their lives. Therefore, the purpose of the research study was to measure this impact as far as possible. It has been a very long time since the information theory with which we could claim to measure everything that happened in the social world exactly and objectively was left behind.. Now, when we are measur-ing a phenomenon, we know that our probability of making a mistake or acting subjectively is higher and every measurement attempt has its limits. Even though TEGV Impact Analysis study may have been open to various methodological errors in this respect, it enabled us to observe and demonstrate the traces that TEGV left in children, par-ents and volunteers.

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As a result of the field study carried out during May 2010, we conducted face-to-face interviews with 256 TEGV children, 256 TEGV parents, 183 equivalent children and 183 equivalent parents and 100 TEGV graduates at 10 TEGV activity locations and in the surrounding neighbourhoods.

1.1. TEGV Impact on ChildrenSince TEGV’s primary target group is TEGV children, the pri-

mary target group of the study is also TEGV children. As re-quired by methodological precautions, we have made face-to-face meetings with this target group which can be defined as “children who have attended TEGV’s activities at least for two semesters” through the agency of our pollsters. The assump-tion that we can observe TEGV impact in a measurable way determined our secondary target group: children who have the same socioeconomic and demographic characteristics as TEGV children yet did not participate in TEGV’s activities. We called this group of children the “Control group.” We were able to reach these children through the random sample chosen among the children living in the neighbourhoods around TEGV activity locations.

Although we do not expect TEGV to have a direct impact, the parents of TEGV children –and in parallelism, the parents of the equivalent children- constituted one of the target groups of the research. We conducted face-to-face meetings with the parents of TEGV children and the parents of the children in the control group. Not surprisingly, we found out that the parents of TEGV children were not considerably different from other parents, and this was one comforting aspect regarding the methodological validity of our study. On the other hand, we have accessed plenty of reliable information about what kind of family environments TEGV children grew up in. Lastly, we included “graduate” young people who had previously partici-pated in TEGV’s activities so that we could understand wheth-er TEGV’s impact would be observed in the long run.

As a result of the field study carried out during May 2010, we conducted face-to-face interviews with 256 TEGV children, 256 TEGV parents, 183 equivalent children and 183 equivalent parents and 100 TEGV graduates at 10 TEGV activity locations and in the surrounding neighbourhoods. You will be reviewing the results of this comprehensive research study in the follow-ing pages of this booklet. However, we would like to summa-rise to you some of our basic findings:

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The impact of TEGV on children’s happiness is not unidimensional. TEGV children also score

higher than other children in various dimensions of happiness such as cheerfulness –

self-contentment and sociability.

TEGV Children are HappierAt the end of the research study, we have found out that chil-

dren who have participated in TEGV’s activities are happier than other children. Children’s “wellbeing” is one important issue which has always been pursued by TEGV in its activities and it is also acknowledged by organisations such as UNICEF. It is ex-tremely pleasing to see TEGV making contributions in this re-spect.

The impact of TEGV on children’s happiness is not unidimen-sional. TEGV children also score higher than other children in var-ious dimensions of happiness such as cheerfulness – self-content-ment and sociability.

TEGV Children Have Better GradesAlthough academic achievement is not at the top of TEGV’s

primary objectives, at the end of the research we have found out that TEGV children have a “higher” academic achievement than the children in the control group.

While the grade point averages of TEGV children are approxi-mately 0,4 (out of 5 points) higher than other children, this differ-ence rises to 0,5 in Mathematics grade point averages. There is no remarkable difference in their Physical Education and Turkish grade point averages.

On the other hand, we see that TEGV children have a different self-perception in terms of subjective achievement as well. The proportion of TEGV children who regard themselves above the class average is 17 points higher than other children: 55 percent.

TEGV Children are More Self-consciousAmong TEGV children, the proportion of knowing one’s height-

weight, renewing one’s toothbrush, brushing one’s teeth every day and having breakfast each morning is higher than other chil-dren. We may interpret this as pointing to the fact that TEGV chil-dren are more conscious about self-care.

TEGV Children are More Self-confidentAccording to the research study, TEGV children are more self-

confident than other children. This self-confidence clearly mani-fests itself in feeling less embarrassment when meeting new peo-ple, answering questions easily, volunteering to participate in games and other activities, and being worried less about whether their actions are appreciated or not.

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Children who are more self-confident than the others are happier and have higher grade point averages. Similarly, children with higher learning capacity are both happier and have higher grade point averages.

TEGV Children are More Tolerant and More Open to Team Play

In addition to being self-confident, TEGV children also have a high level of tolerance towards their friends. They express in higher levels that they can learn many things from other chil-dren, change their own opinions and that they are open to new ideas.

As TEGV children show less insistence in making people do what they want and wanting other people to support their own ideas than other children, they are also more open to team play as a consequence of this attitude.

TEGV Children Have Higher Learning Skills and Responsibility

TEGV children are keener on solving problems and puzzles. They always finish what they have started, do their homework by themselves and are more likely to put their duties in order. When viewed from this aspect, we can say that TEGV children have higher learning skills.

TEGV Children Attach More Importance to Friendship and Less Importance to Wealth

Another aspect in which we expected to observe TEGV im-pact were the values adopted by children. Values are phenom-ena that individuals acquire from their parents and social envi-ronments and that become particularly stronger mainly during upbringing. Therefore, we do not expect TEGV’s activities to transform these values with a single touch. Nevertheless, TEGV children attach more importance to friendship and hon-esty, and less importance to wealth compared with other chil-dren, although both children come from families that have more or less the same sets of values.

Confidence-Extroversion and Learning Capacity Influence Happiness and Achievement in Grades

The analysis of the data acquired in the research study by means of advanced statistical methods demonstrated that chil-dren’s levels of self-confidence and extroversion have an im-pact on their happiness and achievement in grades. Children who are more self-confident than the others are happier and have higher grade point averages. Similarly, children with high-er learning capacity are both happier and have higher grade point averages.

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As people volunteer, they begin to understand others better and become happier, feeling that they are serving a purpose. They learn lots of new things

from their fellow collaborators in the volunteering process and they become more open to different

ideas and ways of life.

The Factors That Increase Happiness and Achievement in Grades Are Stronger in TEGV Children

When we compare TEGV children with other children, we see that TEGV children have a higher average level of satisfac-tion and higher achievement in their grades. We have observed that these factors increase even more since their learning ca-pacity and confidence/extroversion levels are higher.

1.2. TEGV Impact on VolunteersWe believe that the other area in which TEGV’s impact can

be observed is the volunteer group, which has been identified by TEGV as the secondary target group in the recent years. Op-erating with its nearly 10.000 volunteers each year TEGV ac-knowledge the concept of volunteering as one of its main areas of activity.. Volunteering” field studies carried out by TEGV every year to be released to the public on International Volun-teer Day enable us to know TEGV volunteers better and derive significant lessons on behalf of non-governmental organisa-tions.

Both our intuitions and observations tell us that volunteer-ing is a process that brings about change. As people volunteer, they begin to understand others better and become happier, feeling that they are serving a purpose. They learn lots of new things from their fellow collaborators in the volunteering proc-ess and they become more open to different ideas and ways of life. Volunteering makes life multidimensional and brings a meaning to it.

We think that the impacts TEGV has on volunteers are both producing the outcomes of volunteering and increasing these outcomes in connection with TEGV’s unique qualifications. The field researches we conducted in 2008 and 2009 also support this view.

“Youth, Volunteering and Social Capital” research study carried out in 2008 included both young people in 18-35 age range living in the urban residential areas of Turkey and TEGV volunteers. This study demonstrated striking facts as to the views of young people in Turkey on the concept of “volunteer-ing”, their volunteering activities and tendencies. The second research study carried out in 2009 was titled “Volunteering and Outcomes” and the target group of the research was TEGV volunteers.

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TEGV volunteers have more positive self-perceptions and their self-esteem levels are higher than other young people.

This research provided significant information as to the identifi-cation of the steps to be taken towards discovering the elements which motivate the limited number of young people who volunteer in Turkey, and their expectations from the organisation, under-standing their personal perceptions of change and outcomes, and lastly towards prolonging their volunteering periods. Both research studies enabled us to access a significant amount of data. We may discuss certain results of these research studies as an impact of vol-unteering in general and as the impact of volunteering at TEGV in particular.

First of all, we need to remember that volunteering is not com-mon among the youth in Turkey: The ratio of young people working for the good of others within the last year is only 5 percent, and Turkey brings up the rear among 55 countries with this ratio. When we ask young people why they do not take part in volunteering ac-tivities, they say that they do not have enough time or money. How-ever, we know that weekly average time allocated for volunteering activities is only 2 hours, and that volunteering requires no financial resources. More comprehensible reasons are young people’s lack of knowledge or distrustfulness towards non-governmental organi-sations.

TEGV Volunteers are HappierAs is the case with TEGV children, we find out that self-content-

ment is also higher in TEGV volunteers compared with other young people. TEGV volunteers have more positive self-perceptions and their self-esteem levels are higher than other young people.

TEGV Volunteers Have a Lower Feeling of AnomieAnomie, which is by definition an individual’s lack of knowledge

about how to be happy and successful in life, is a concept devel-oped by Durkheim for the 19th century Europe. However, anomie is also one of the most crucial problems faced by Turkey. Research studies show that 20 percent of Turkey population have a high feel-ing of anomie, whereas this ratio rises to 40 percent among the youth. The proportion of individuals with high anomie levels among TEGV volunteers is only 13 percent. Therefore, our prediction that the positive environment created by volunteering activities dimin-ishes the feeling of anomie is not wrong.

TEGV Volunteers Have a Higher Sense of Generalised TrustOne of the issues that our country stands out with in compara-

tive statistics is generalised trust. In terms of generalised trust, a

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The communication among the volunteers has a multiplier effect

on outcomes and change perceptions.

concept which attempts to find out to what extent individuals trust the people whom they do not know, and defines the level of “Social Capital” within a society best, Turkey ranks next to last among 55 countries. Ac-cording to research studies, the level of generalised trust in Turkey is about 6 percent. The same level is true for young people as well, whereas the generalised trust level is more than thrice as much for TEGV volunteers: 20 percent.

The Outcome of Volunteering for TEGV Volunteers is Both Environ-mental and Intrapersonal

When we question the outcomes of volunteering, TEGV volunteers mention “environmental” outcomes such as being respected and getting a positive impact in professional life, and “intrapersonal” outcomes such as “serving a purpose” and “always learning new things.”

TEGV Volunteers are Happy to Volunteer at TEGV According to our 2009 research, among TEGV volunteers the ratio of

those who are satisfied with their experiences in TEGV is quite high. More-over, volunteers at TEGV are also corporate ambassadors of the organisa-tion.

Perception of Change and Outcome Improves with Increasing Com-munication

The research study indicated that volunteers’ perceptions of change and outcome improve in every aspect as their level of communication with other volunteers increases. In other words, the communication among the volunteers has a multiplier effect on outcomes and change perceptions.

As the volunteers’ perceptions about outcomes and change increase, their levels of satisfaction with volunteering at TEGV increase and so do the number of corporate ambassadors.

Satisfaction with Volunteering Influences AttitudesAgain, the results of the research show that volunteers’ negative self-

perceptions diminish, their positive self-perceptions increase and overall happiness levels rise as their satisfaction with volunteering at TEGV in-creases.

As the feeling of anomie increases, the volunteers’ negative self-per-ceptions increase and positive self-perceptions decrease. Social responsi-bility and empathy have just the opposite impacts: Both increase positive perceptions and decrease negative perceptions.

As the volunteers’ satisfaction with volunteering at TEGV increases, anomie decreases and their empathy and social responsibility increase.

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Even though it is not sufficient to measure in quantitative terms whether it compensates the effort and time spared, questions as to what “TEGV Difference” is, in which matters it meets the expectations and in which matters the desired difference has not been observed are extremely important in order to evaluate the studies carried out so far and shape the future. The basic motivation of this impact analysis project carried out in TEGV’s 15th year was to answer this crucial question, albeit partially.

2. CHILDREN

2.1.1. The Purpose of the Research StudyThe impact TEGV has on the children who are targeted

through the activities comes before us as an important re-search question. Even though it is not sufficient to measure in quantitative terms whether it compensates the effort and time spared, questions as to what “TEGV Difference” is, in which matters it meets the expectations and in which matters the desired difference has not been observed are extremely important in order to evaluate the studies carried out so far and shape the future. The basic motivation of this impact anal-ysis project carried out in TEGV’s 15th year was to answer this crucial question, albeit partially.

The biggest challenge we had to face in designing the study in winter 2010 was to try to measure the impact or difference of an organisation like TEGV with quantitative expressions. It is not easy for an organisation whose area of activity is affili-ated with people to measure its own impact with basic quan-titative expressions since measuring people’s experiences ac-curately in quantitative terms constitutes a different field of research in its own right. The team which carried out the study worked on the best method to measure TEGV’s Impact and developed the most accurate measurement method possible.

Firstly, specific areas that TEGV could have an impact on in a child were specified. A number of dimensions were devel-oped to identify these areas, which will also be described and discussed in detail in the following sections of this research study. Dimensions, which were developed by taking into con-sideration that the majority of the interviewed people were children, were tested and enhanced with pilot studies con-ducted by project team members. Afterwards, the question-naire form was completed for field application.

2.1.2. The Sample of the Research StudyWhile figuring out how TEGV Impact can be measured, op-

erations continued in the meantime for meeting and measur-ing the interviewees. The primary target group of the study was definitely children, however parents were also thought to be very helpful in giving us essential information about TEGV’s impact. In addition, “graduate children” who previously par-ticipated in TEGV’s activities were also integrated into the tar-get group of the research.

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Children were selected by means of random sampling method from each sampling unit among

the children who had attended TEGV’s activities for at least two activity semesters and their parents

were also invited to the units for the interview.

As we have defined the primary hypothesis of the Impact Analysis as “Children who have taken part in TEGV’s activities are different from children who have not taken part in TEGV’s activi-ties in some respects,” it was a conspicuous necessity for the re-search sample to consist both of TEGV children and the other children who share the same socioeconomic and demographic characteristics yet who have not participated in TEGV’s activities. We named this secondary group control group. Since the plans included meetings with parents, they also became one of the tar-get groups of the study.

It was decided that the primary sampling units of the research should be TEGV activity locations, namely the education parks and learning units. While the parks that had higher physical ca-pacity were accepted as a separate cluster, units were graded according to the Physical Performance Criteria and were gath-ered in three clusters based on these grades. At least two units from each almost equally sized cluster were included within the framework of the sample and three more TEGV parks in specific provinces were added to the study.

Children were selected by means of random sampling method from each sampling unit among the children who had attended TEGV’s activities for at least two activity semesters and their par-ents were also invited to the units for the interview. The fact that nearly all of the students within the sample and their parents have attended the interviews and the short span of time covered during the interviewing process can be interpreted as a signifi-cant sign indicating the soundness of the method.

Figure 1. Provinces/TEGV Locations within the Scope of the Sample

Education Parks (12) Learning Units (53) Firefly Mobile Learning Units (20)

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At the end of the field study of the research, interviews with 256 TEGV children, 256 TEGV parents, 183 equivalent children, 183 equivalent parents and additionally 100 TEGV graduates were completed throughout May at 10 locations.

On the other hand, households were selected by means of ran-dom sampling method in the neighbourhoods around the primary sample activity locations in order to reach equivalent children and their parents. The control group was established after the inter-views were conducted with the children within the appropriate age group in these households, and their parents.

In order to reach TEGV graduates, interviews were scheduled and conducted with graduate children at TEGV activity locations which have been included in the framework of the sample.

Interviews were conducted by professional pollsters in order to ensure the reliability of the meetings and the collected informa-tion. The process was quality controlled at every stage in order to prevent methodological errors.

At the end of the field study of the research, interviews with 256 TEGV children, 256 TEGV parents, 183 equivalent children, 183 equivalent parents and additionally 100 TEGV graduates were completed throughout May at 10 locations.

When we come to the most important question encountered in representative sample studies, specifically whether we can de-duce a generalisation out of the answers given by the interviewed children and parents, we may definitely give an affirmative answer as the project team. With a larger sample, the results could bear a higher representational value; however, the labour and time spared for this purpose would not be worth the difference.

2.1.3. Who are TEGV Children? Some Demographic and Socioeconomic Data

Before passing on to the findings of the study, we believe that it will be helpful to mention certain socioeconomic and demo-graphic data regarding TEGV children in the light of the informa-tion collected during the field research process. Starting from the answers given by children and their parents, we may summarise the socioeconomic characteristics of TEGV children as follows:

» 24 percent of TEGV children do not have their own beds, 20 percent of them do not have a separate bookcase;» 57 percent of TEGV children do not have internet connection in their homes;» The families of nearly 60 percent of TEGV children have a monthly household income below 1200 TL;» The educational attainment of nearly 50 percent of the parents is at elementary school level or below;» An average of 4-5 people reside in each house and 40 percent of the households include at least 2 children.

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The figures obtained at the end of the research study gen-erally demonstrate that the majority of the children who have been interviewed feel happy. The total number of the “satis-fied” and “very satisfied” responses to our question consti-tutes over 85 percent of the answers given by both TEGV chil-dren and other children. However, we had better point out the fact that TEGV children who have responded to this question with these two answers is nearly 10 points more than other children and remember that almost all TEGV children inter-viewed in this study describe themselves as happy.

TEGV Children

Satisfied

Satisfied

Very Satisfied

Very Satisfied

Equivalent Children

0% 20% 40% 60% 80% 100%

2.2 Research Findings

2.2.1 Attitudes, Grades and Behaviour2.2.1.1 Happiness: Every Child’s RightOne of most important issues in which TEGV wants to create

a difference is the happiness of children. Children’s “wellbeing” has been acknowledged by many foundations, particularly UNICEF, and this subject has been investigated in countless re-search studies. Not only children’s academic achievement, but also their health and happiness began to be regarded as the pri-ority objectives of societies, as it is the case with gross national happiness which is gradually replacing gross national product.

TEGV is an organisation which cares about the happiness and comfort of the children attending its activities. Knowing that happy children can become good parents and citizens in the future, TEGV expends a great deal of effort to make sure that children are happy.

Figure 2. Perception of Happiness in Children

Knowing that happy children can become good parents and citizens in the

future, TEGV expends a great deal of effort to make sure

that children are happy.

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Besides, the ratio of the children who generally have a feeling of loneliness among the equivalent children is 44 percent, while this ratio is only 31 percent among TEGV children. As a matter of fact, it would not be wrong to draw a conclusion from these figures that loneliness is common among the children and that TEGV alleviates children’s sense of loneliness.

Figure 3. Happiness Criteria in Children

I am generally cheerful

I am generally happy

I generally feel lonely

Generally speaking, I am satisfied with my situation

0% 20% 40% 60% 80% 100%

92,3%96,9%

91,8%

96,9%

31,3%

97,7%

92,3%

44,3%

TEGV ChildrenEquivalent Children

We know that happiness is a multidimensional emotion and every person expresses his/her own sense of happiness by using different words. When we asked the children who participated in the research study questions about the differ-ent states of happiness, we found striking clues regarding chil-dren’s conception of happiness. Almost all of the children that we interviewed stated that they were cheerful, happy and sat-isfied with themselves; however, the results show that ratios referring to these aforementioned states are 4 to 7 points higher among TEGV children. Besides, the ratio of the children who generally have a feeling of loneliness among the equiva-lent children is 44 percent, while this ratio is only 31 percent among TEGV children. As a matter of fact, it would not be wrong to draw a conclusion from these figures that loneliness is common among the children and that TEGV alleviates chil-dren’s sense of loneliness.

2.2.1.2 Academic Achievement: What about Your Grades?

We know that parents’ primary concern about their children is their school grades. In Turkey, education is regarded as one of the most important steps of success in life. The extent of the impact that TEGV had on children’s academic achievement was a key issue of concern especially in an environment where chil-dren’s games or hobbies were only approved of unless they “in-terfered with their lessons.”

25

The ratio of the children who consider themselves below average in comparison with

other children is 6 percent among TEGV children, whereas this ratio is 12 percent, twice as much,

among the equivalent children.

Figure 4. Subjective Perception of Achievement: Class Rank

We started examining children’s academic achievement by asking them to what extent they felt that they were successful comparing themselves with the other children in their classes. 40 percent of TEGV children and 50 percent of the equivalent chil-dren consider themselves average students with respect to their grades. The ratio of the children who consider themselves below average in comparison with other children is 6 percent among TEGV children, whereas this ratio is 12 percent, twice as much, among the equivalent children. On the other hand, the ratio of the children who rate themselves above average among TEGV children is 55 percent, while the same ratio among other children is as low as 38 percent and the difference between the two ratios is nearly 20 points. Therefore, it is possible to say at least that TEGV creates a difference in children’s self-perceptions.

Below average Average Above average

TEGV Children

6%

12%

40%

50%

55%

38%Equivalent

Children

0% 20% 40% 60% 80% 100%

26

The answers reveal that TEGV children are also more successful than the equivalent children in terms of their grade point averages.

In order to confirm TEGV’s difference in aforementioned subjective perception of achievement, we asked a series of questions regarding the first semester grades of the children that we interviewed. The answers reveal that TEGV children are also more successful than the equivalent children in terms of their grade point averages. We have observed that TEGV chil-dren have higher grades by 0,4 out of 5 points in grade point average. This difference rises up to 0,5 points in Mathematics grades. On the other hand, the fact that children from both groups have received almost the same grades in Physical Educa-tion, which is a field that TEGV is not expected to have an im-pact on, relieves us as to the equivalence of the two samples. From this point we come to a conclusion that we have con-structed our research on resembling groups.

2.2.1.3 Conduct of the ChildrenIt is a clear fact that children’s behaviour regarding specific

issues is important for parents, although this is not one of TEGV’s priority objectives. Almost every parent wants his child to take care of his/her health and be well-informed about it. We also come across certain differences when we compare TEGV children and the equivalent children in this respect.

Figure 5. Grade Point Averages (Out of 5)

Physical Education

Turkish

Mathematics

February School Report

0,0 1,0 2,0 3,0 4,0 5,0

4,8

4,9

3,9

4,1

3,5

4,3

4,5

4,0

TEGV ChildrenEquivalent Children

27

Children participating in TEGV’s activities find an opportunity to make

friends with the other children that they have met and also learn to trust one another by taking part in team play.

To begin with, we see that the ratio of the children who know their blood types is almost the same in both groups. Since we do not expect a difference in this respect, this sameness is another clue pointing to the fact that both groups share equiva-lent characteristics. Nevertheless, it is obvious that TEGV chil-dren demonstrate different behaviour compared with other children. Among TEGV children, the ratio of those who know their height-weight, brush their teeth every day, have breakfast every morning before going to school and those who have re-newed their toothbrushes within the last 6 months is 5 to 9 points higher than other children. We may interpret this situa-tion as a part of TEGV’s impact on children’s conduct.

2.2.2 Opinions and PerceptionsOne of the primary changes expected in children who par-

ticipated in TEGV’s activities was the change in their percep-tions about the world and themselves. TEGV aims to have an impact on children with its activities so that they can have more positive opinions of themselves, trust themselves and others around them, participate in team play and become more toler-ant. Children participating in TEGV’s activities find an opportu-nity to make friends with the other children that they have met and also learn to trust one another by taking part in team play.

From this point of view, we expect TEGV to have created a difference in children’s opinions and perceptions in this respect. Research results also support our expectations.

I know my height and weight

I renewed my toothbrush within the last 6 months... I had breakfast

every morning before going to

school

... I brushed my teeth everyday

I know my blood type

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

77%82%

72%77%

67%76%

49%57%

44%44%

TEGV ChildrenEquivalent Children

Figure 6. Self-care

28

TEGV children feel less embarrassed when they meet new people, overcome embarrassing situations more quickly, bear less anxiety about being regarded with disfavour and feel less embarrassed to answer questions in front of the class or volunteer to take part in games or other activities.

TEGV children who are included in the research study have more self-confidence compared with other children. TEGV chil-dren feel less embarrassed when they meet new people, over-come embarrassing situations more quickly, bear less anxiety about being regarded with disfavour and feel less embarrassed to answer questions in front of the class or volunteer to take part in games or other activities. Furthermore, they share the idea, “Eve-rything goes wrong whenever I try to do something” in a lesser ratio than the others. We have observed differences varying from 4 to 17 points regarding the situations mentioned above. It is also evident that TEGV children are more comfortable than other chil-dren in stepping forward particularly in crowded environments.

On the other hand, children from both groups have nearly the same points in talking to their friends when they get bored with something and sharing their opinions. The ratio of those who wish they were someone else is about 50 percent in both groups.

Figure 8. Tolerance

I can be convinced and change my opinion after listening to the opinions of

my friendsI do not like cooperating with other

people, I only prefer cooperating with the people I know/like

I generally want others to do as I say

I get extremely upset if others do not agree with me or support me

I think there are many things that I can learn from my peers and other children

When someone gets angry with me I try to figure out the reason why

0% 20% 40% 60% 80% 100%

84%

84%

77%

77%

70%

71%

94%

92%

89%

58%

54%

53%

TEGV ChildrenEquivalent Children

When I get bored with something I talk to my friends and share my feelings with

them

Experiencing an embarrassing situation makes me sad for a very long time

I feel anxious about being regarded with disfavour

When the teacher asks a question I feel embarrassed to speak in front of the whole

class even though I know the answerI frequently imagine being someone else

Everything goes wrong whenever I try to do something

I feel embarrassed when I am asked to volunteer in games or other kind of activities

I express my opinions easily

I feel embarrassed when I meet new people

0% 20% 40% 60% 80% 100%

87%

89%

69%

69%

69%

68%

90%

89%

65%

60%

52%46%48%

60%45%

51%38%

63%

TEGV ChildrenEquivalent Children

Figure 7. Confidence

29

Some of the qualifications expected in children at the end of TEGV’s activities are improved

learning skills, higher sense of responsibility and heightened creativity.

In addition to their high self-confidence, TEGV children also display a high level of tolerance towards their friends. The impact of TEGV’s cooperation attitude conspicuously manifests itself in children’s answers. TEGV children substantially adopt the ideas that they can learn many things from their peers and other chil-dren and that they are open to change their opinions after listen-ing to the opinions of their friends. TEGV children has expressed in lesser ratios that they get upset when others do not agree with them. Moreover, they are also more willing to cooperate with other people, not only with the people they know.

The ratio of those who think that they can learn many things from other children is 10 points higher among TEGV children. It has also been observed that the ratio of the children who try to figure out the reason why when someone gets angry with them is similarly higher among TEGV children. All these taken into con-sideration, it would not be a wrong statement to claim that TEGV’s activities lead to an outstanding increase in children’s tol-erance levels.

The combined interpretation of the two figures given above indicates that TEGV children are more open to team play and that they can easily cooperate with the children they do not know.

2.2.3 Study HabitsOne of the primary objectives of TEGV’s activities is to

change children’s attitudes towards study habits. Some of the qualifications expected in children at the end of TEGV’s activi-ties are improved learning skills, higher sense of responsibility and heightened creativity.

Figure 9. Learning Skills and Responsibility

I do my homework by myself

I always finish what I have started

I like solving problems and puzzles

I put the things I have to do in an order in my mind

0 % 20 % 40 % 60 % 80 % 100 % 120 %TEGV ChildrenEquivalent Children

30

One of the areas in which TEGV’s impact can be observed is children’s learning skills. The ratio of those who say that they are doing their homework by themselves among TEGV children is nearly 6 points higher compared with other children.

One of the areas in which TEGV’s impact can be observed is children’s learning skills. The ratio of those who say that they are doing their homework by themselves among TEGV children is nearly 6 points higher compared with other children. Further-more, the ratio of those who finish what they have started with-out fail is 8 points higher and the ratio of those who like solving problems and puzzles is 11 points higher among TEGV children. Therefore, we can say that TEGV’s activities have a positive im-pact on children’s learning skills. Taking into consideration that the ratio of the children who put their duties in order is also higher among TEGV children, TEGV’s activities can be said to have an impact on children’s sense of responsibility as well.

Figure 10. Creativity

The children who have taken part in TEGV’s activities can be said to have a higher tendency for creativity in comparison with other children. In terms of trying new activities, TEGV children have a higher incidence of giving affirmative answers with a dif-ference of 8 points, whereas children from both groups believe that they can find new ideas never thought of before. According to the results of the research, two out of three children prefer not to disclose their opinions if their views are different from the rest. This is most probably caused by the culture in which children have grown up, and therefore TEGV does not have a statistically significant impact in this respect..

In my leisure time I take pleasure in trying activities I have never tried

before

I can come up with fresh ideas never thought of by somebody

else before

I may not express my opinion if I do not share the same point of view with

the majority

%0 %20 %40 %60 %80 %100

TEGV ChildrenEquivalent Children

%85

%86

%67

%93

%85

%66

31

The most striking point is that the ratio of those who state that being wealthy

is one of the first three important values among the equivalent children is

16 percent, which is four times the related ratio (4 percent) among TEGV children.

We can say that all children have resembling sets of values. Family is at the top among the three important values adopted by children. Family is followed by honesty, intelligence and free-dom and we see that friendship is regarded as a higher value among TEGV children. Likewise, ability also appears to be a higher value among TEGV children in comparison with other children. The most striking point is that the ratio of those who state that being wealthy is one of the first three important val-ues among the equivalent children is 16 percent, which is four times the related ratio (4 percent) among TEGV children. In oth-er words, TEGV children attach more importance to ability and friendship instead of wealth.

2.2.4 Values: We already expected that the children who took part in

TEGV’s activities would have different values from their peers. However, people’s values are directly associated with the envi-ronment they socialize in and this factor constraints optimism regarding TEGV’s pertinent impact. Since individuals are direct-ly influenced by their families, schools and other environments they take part in, TEGV should be expected to have only a lim-ited impact on children’s already existing values.

Figure 11. Children’s Values (Most Important Three Values)

Family

Honesty

Intelligence

Freedom

Friendship

Being wealthy, wealth

Creativity

Being famous

Beauty

Ability

0% 20% 40% 60% 80% 100%

2,7%5,5%

5,5%4,3%

12,6%12,1%

16,4%3,5%

16,9%25,0%

33,9%43,0%

39,3%34,8%

42,6%39,1%

45,9%55,5%

77,0%74,6%

TEGV ChildrenEquivalent Children

32

The most important values for parents are family, honesty and intelligence respectively. These values are followed by freedom, which is rated by TEGV parents in a higher ratio. Friendship, though highly valued by children, is rated in a lesser ratio among parents.

Figure 12. Parents’ Values (Most Important Three Values)

Family

Honesty

Intelligence

Freedom

Being wealthy, wealth

Creativity

Friendship

Ability

0% 20%10% 40%30% 60%50% 70% 80%

15,3%18,8%

18,6%17,2%

17,5%10,2%

20,8%20,3%

32,8%41,0%

38,8%39,5%

66,1%68,8%

73,2%74,2%

TEGV ParentsEquivalent Parents

Parents have an unquestionable influence on their children. Therefore, it is quite normal for children to respond to the ques-tion, “What are the most important values a child should have?” with answers that largely intersect with the answers of their parents. As displayed in the figure above, the most important values for parents are family, honesty and intelligence respec-tively. These values are followed by freedom, which is rated by TEGV parents in a higher ratio. Friendship, though highly valued by children, is rated in a lesser ratio among parents. Putting the differences in freedom and creativity aside, we observe that TEGV parents and the equivalent parents demonstrate more or less the same structure of values. This high resemblance may be interpreted as a comforting element regarding the reliability of the research sample.

2.2.5 Experiences and Perceptions: Figure 13. Experiences with TEGV

I did not have an unpleasant experience about TEGV

I am satisfied with TEGV

The activities at TEGV were helpful

0% 20% 40% 60% 80% 100%

TEGV Graduates TEGV Parents TEGV Children

99,6%97,7%95,7%

97,7%

89,5%

96,9%

93,4%

96,7%

94,6%

33

Almost all of the children, parents and graduates who took part in the research study

expressed that they did not have any unpleasant experiences about TEGV, that they

were satisfied with TEGV and its activities were very helpful.

We have observed that children who have taken part in TEGV’s activities, their parents and TEGV graduates have strongly positive perceptions about TEGV. Almost all of the chil-dren, parents and graduates who took part in the research study expressed that they did not have any unpleasant experi-ences about TEGV, that they were satisfied with TEGV and its activities were very helpful.

Figure 14. The Outcome of TEGV’s Activities

The most important outcome of participating in TEGV’s ac-tivities from the point of parents is the increase in their chil-dren’s grade achievement. This is followed by enlarging circle of friends/socialisation, improvement in communication and in-creased communication. For TEGV graduates, one of the most important outcomes of TEGV’s activities is the enlargement of the circle of friends, along with the increasing achievement in their grades. Two-thirds of TEGV children think that the most important outcome is the increase in their grade achievement, however they also believe that self-improvement is also anoth-er significant outcome.

Increase in grade achievement

Enlargement of the circle of friends and increase in socialisation

Self-improvement

Becoming more extroverted and active

Increase in self-confidence

Improvement in communication

Becoming more positive, cheerful and happy

0% 20% 40% 60% 80% 100%

TEGV Graduates TEGV Parents TEGV Children

47,8%49,4%

68,8%44,6%

37,6%25,8%

12,0%12,9%

28,5%8,7%

18,8%5,5%

2,2%9,4%9,8%

7,6%22,7%

8,6%4,3%

26,3%8,2%

34

According to the parents of TEGV children, the two most important changes that they observed in their children after their participation in TEGV’s activities was the increase in their self-confidence and the increased achievement in their grades.

Figure 15. Parents’ Views (Most Important Three Changes)

Becoming more self-confident

Higher grades

Making new friendsGetting along better with siblings and people

close byFinding new areas of interest and involvement

in useful activities

Becoming more cheerful

Defending one’s own right

Loss of shyness

Better self-expression

Becoming more extroverted

Development in handicraft

Socialisation

Becoming more affable

The communication among children became more sympathetic

Communication at home became easier, more open and more

comfortableI began to think more about the

communication and relations I had with my children

My child found opportunities that did not push our financial situation

I spared more time for myself and my other duties

I made friends with the families of other TEGV children

I participated in TEGV’s adult education program

I came to worry less about my children

I became acquainted with new things

0%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

20%10% 40%30% 60%50%

3,9%

3,9%

3,9%

5,5%

6,6%

7,4%

9,8%

12,1%

15,6%

24,6%

33,6%

48,8%

55,9%

According to the parents of TEGV children, the two most im-portant changes that they observed in their children after their participation in TEGV’s activities was the increase in their self-confidence and the increased achievement in their grades. Making new friends and getting along with siblings/people close by were among the changes observed by the parents. Par-ents also stated their children found useful areas of interest, became more cheerful and showed more extrovert behaviour after participating in TEGV’s activities. Parents’ views show that the differences we have emphasised earlier are also perceived by the parents.

Figure 16. Changes in Parents’ Lives

21,5%

55,5%

71,5%

84,0%

85,2%

87,1%

83,3%

92,2%

95,3%

35

Children who have attended TEGV’s activities show a tendency to become TEGV’s volunteer ambassadors in the future. Almost all of the children express that they

will volunteer, recommend TEGV to the children in their surroundings and encourage them to participate and

keep informed about the foundation.

I would volunteer, act like a brother/sister to the children

I would recommend TEGV to the children in my surroundings and

encourage them to participate

I would follow the activities at TEGV by asking people I know here

I would follow their activities from television, newspapers or magazines

I would make visits

I would make donations

I would work at TEGV

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

It has been observed that parents’ communication with chil-dren and the communication among children are two changes that have the highest incidence rate in parents’ lives after their children have participated in TEGV’s activities. Almost all TEGV parents agree that their communication with their children has become easier/more sympathetic and more open. Another re-sult of children’s participation in TEGV’s activities is that parents have come to worry less about their children. Moreover, parents think that their children have found various/different opportuni-ties that do not push the financial situation of their families. As children begin to participate in TEGV’s activities, parents also find the opportunity to make time for themselves or their duties, which can be considered one of TEGV’s advantages.

Figure 17. Children and TEGV Ambassadorship

Children who have attended TEGV’s activities show a ten-dency to become TEGV’s volunteer ambassadors in the future. Almost all of the children express that they will volunteer, rec-ommend TEGV to the children in their surroundings and en-courage them to participate and keep informed about the foun-dation. Again almost all TEGV children reflect that they will donate to the foundation and even work there in the future.

99,2%

98,8%

98,0%

96,9%

96,5%

95,3%

90,2%

36

TEGV parents are also acting like TEGV’s volunteer ambassadors. Almost all of them suggest to the children in their surroundings that they participate in TEGV’s activities, and encourage people to become volunteers.

Figure 18. Parents and TEGV Ambassadorship

I would recommend TEGV to the children in my surroundings and

encourage them to participate

I would encourage the people around me to become volunteers

I would follow TEGV in the media

I would make visits

I would make donations

0% 20% 40% 60% 80% 100%

98,8%

96,5%

83,6%

82,0%

73,4%

TEGV parents are also acting like TEGV’s volunteer ambas-sadors. Almost all of them suggest to the children in their sur-roundings that they participate in TEGV’s activities, and encour-age people to become volunteers. Parents also say that they will make visits to TEGV activity locations, make donations and follow TEGV in the media.

2.2.6 The Determinants of TEGV Impact: Multivariate AnalysesWithin a series of indicators developed with an aim to meas-

uring TEGV’s impact on children, the differences between TEGV children and equivalent children were explained in detail in the previous sections. 29 indicators which were developed within the frame of the research study were actually used to assess 12 main change scales. Each one of these main change scales com-prises one or more indicators, and the statistical significance tests show that the indicators can assess the scales significantly. One can see the differences between TEGV children and equiv-alent children within the main change scales in the diagram be-low:

37

The results of the research indicate that TEGV children are more open to team play, more

inclined towards self-regulation and that they shoulder a higher level of responsibility

compared with other children.

Figure 19. Impact Dimensions

Creativity

Critical Thinking

Happiness

Learning Skills

Responsibility

Anger (-)

Team Play

Anxiety (-)

Tolerance/Empathy

Confidence

Freedom Equivalent

TEGVSelf-regulation

12 main change scales, each varying between 0 and 4, have been estimated based on the indicators. As mentioned before, each one of these scales bears a statistical significance. The ar-eas in which the differences between children who have par-ticipated in TEGV’s activities and the other children become evident are as follows:

• Mood related areas such as Anger and Anxiety: TEGV children are less angry and bear less anxiety compared with other children.

• Areas related to children’s behaviour such as Team Play, Self-regulation and Responsibility: The results of the research indicate that TEGV children are more open to team play, more inclined towards self-regulation and that they shoulder a higher level of responsibility compared with other children.

• Worldview related areas such as Tolerance/Empathy, Confidence and Freedom: We see at the end of the research that the tolerance/empathy levels of TEGV children are higher than other children. Moreover, the confidence average among TEGV children towards themselves and the others is higher, and TEGV children are also keener on their freedom.

Happiness and creativity are the areas in which the differ-ences between TEGV children and the other children become less or equal.

0,00

1,00

2,00

3,00

4,00

38

A statistical method called factor analysis was utilised in order to demonstrate the main dimensions of TEGV impact.

TEGV impact scales cannot be expected to be independent from one another. Naturally, commonalities can be observed between the tolerance/empathy scale and team play scale, es-pecially when it is taken into consideration that there are com-mon indicators shared by the dimensions. Therefore, a statisti-cal method called factor analysis was utilised in order to demonstrate the main dimensions of TEGV impact and under-stand the commonalities between the dimensions.

Factor analysis is a statistical analysis method which aims to determine common dimensions by considering the commonali-ties between multiple variables and decrease the number of dimensions.

Table 1. Dimensions of TEGV Impact: Results of the Factor Analysis

The figures stated in the table above demonstrate the re-spective factor relationship (loading) of each impact scale. For example, Factor 1 is correlated to learning skills (0,87), respon-sibility (0,94) and self-regulation (0,94) scales, therefore we call this dimension Learning Capacity. The second factor appears to be negatively correlated to anxiety (0,89) and anger (0,84) scales, and positively correlated to team play (0,84) and confi-dence (0,68) scales; therefore it is called the Confidence-Extro-version dimension. Lastly, the third dimension is called the Freedom-Creativity dimension since it receives a higher loading from the creativity (0,89) and freedom (0,90) scales, These three dimensions explain nearly 80 percent of the total vari-ance, which means that they bear a significant explanatory power.

Factor 1 Factor 2 Factor 3Anxiety -0,89 Learning Skills 0,87 Responsibility 0,94 Happiness 0,47 0,20 0,27Confidence 0,29 0,68 Self-regulation 0,94 Team Play 0,84 0,14Tolerance/Empathy 0,41 0,15Creativity 0,21 0,89Critical Thinking 0,43 -0,11Anger -0,84 Freedom 0,17 0,90Explained Variance (Percent) 25,8 24,2 14,6

39

When we make a comparison within the dimensions which vary from minus three to plus three, we see that there is a difference

between TEGV children and equivalent children as expected

When we make a comparison within the dimensions which vary from minus three to plus three, we see that there is a dif-ference between TEGV children and equivalent children as ex-pected and this is statistically significant. While TEGV children have positive averages in these three dimensions, the equiva-lent children’s averages are negative. The difference in the fac-tor scores, which have an average of zero, points to a statistical significance. The most significant difference between TEGV children and the equivalent children among these three dimen-sions is the confidence-extroversion dimension, whereas the difference is a little lower in the learning capacity dimension. The least difference between TEGV children and other children is observed in the freedom-creativity dimension; however, this difference is also statistically significant.

In order to see how children’s characteristics have an impact on their conduct, we have carried out a series of statistical modelling studies and we have observed that there is a relation between the calculated impact dimensions and children’s con-duct. The function of statistical models is showing whether the theoretical relationships are valid or not in the light of the data at hand. Models can help to yield technically significant results by taking the impact of other variables into consideration espe-cially in situations in which an event, for instance a social event has multiple reasons. Our method is called Structural Equation Modelling and known as a reliable method in multivariate anal-yses.

Figure 20. TEGV’s Difference in Impact Dimensions

Learning Capacity

Confidence – Extroversion

Freedom – Creativity

-0,5 0,5-0,4 0,4-0,3 0,3-0,2 0,2-0,1 0,10

40

Children are more satisfied with their lives when they have higher learning capacity and more self-confidence or when they are more extroverted and feel that they are more free/creative.

Figure 21. Satisfaction with Life and Impact Dimensions

3,56

4,31

0,16

0,19

Learning Capacity

Learning-Capacity

Freedom-Creativity

Freedom-Creativity

Connfidence-Extroversion

Overall Satisfaction

Grade Point Average

0,18

0,10

0,08

The first model we have developed in the light of the avail-able data at hand aims to measure the impact of impact dimen-sions on children’s overall satisfaction. As expected, children’s overall satisfaction levels are quite high (3,72 out of four in TEGV children; 3,2 in the equivalent children). The figure above shows that a 1 point increase in the Learning Capacity dimen-sion leads to a 0,16 (4 percent) increase in children’s overall sat-isfaction level. The impact of Confidence/Extroversion dimen-sion children’s overall satisfaction is 0,18 (4 percent). The Freedom/Creativity dimension also has a low but a statistically significant impact (0,08). In other words, children are more sat-isfied with their lives when they have higher learning capacity and more self-confidence or when they are more extroverted and feel that they are more free/creative.

Figure 22. Grade Point Average and Impact Dimensions

Connfidence-Extroversion

41

Children with higher Learning Capacity and who

are more self-confident and extroverted are more

successful in terms of their grades.

3,74

0,29

Learning Capacity

Freedom-Creativity

Confidence-Extroversion

Mathematics Grade Point

Average

0,20

Impact dimensions also have an impact on children’s grade point averages. A 1-point increase in the Learning Capacity di-mension translates into a 0,19 increase in grade point average, whereas the impact of the increase in the Confidence/Extrover-sion dimension is 0,1. In other words, when you shift the Learn-ing Capacity from the lowest to the highest (a 6 point increase), this corresponds to a nearly 1,14 increase in grade point aver-age. If you make a similar increase in the Confidence/Extrover-sion dimension, the impact should be 0,6. Briefly, children with higher Learning Capacity and who are more self-confident and extroverted are more successful in terms of their grades.

Figure 23. Achievement in Mathematics, and Impact Dimensions

Impact dimensions have an impact on Mathematics grades as well. An average student’s grade point average for Mathe-matics is 3,74. A 1-point increase in the Learning Capacity di-mension leads to a 0,3 increase in Mathematics grade point average. In other words, –provided that other variables remain the same– the difference between a student whose Learning Capacity score is -3 and another student whose Learning Capac-ity score is +3 is 1,8 (36 percent). A 1-point increase in the Con-fidence/Extroversion dimension translates into a 0,2 increase in Mathematics grade point average, and the difference between -3 and +3 in this dimension corresponds to 1,2 (16 percent).

42

Turkish grade point average of the children who have participated in the research is 4,1, whereas a 1-point increase in the Learning Capacity dimension creates a 0,2 (4 percent) increase in this grade point average.

Figure 24. Achievement in Turkish, and Impact Dimensions

4,09

0,20

Learning Capacity

Freedom-Creativity

Confidence-Extroversion

Turkish Grade Point Average

0,13

0,13

3,28

0,12 0,06

The impact of the impact dimensions on Turkish grades is shown in the figure above. Based on the data at hand, Turkish grade point average of the children who have participated in the research is 4,1, whereas a 1-point increase in the Learning Capacity dimension creates a 0,2 (4 percent) increase in this grade point average. Moreover, a 1-point increase in the Confi-dence/Extroversion dimension leads to a 0,13 increase.

Figure 25. Overall Satisfaction, TEGV Impact and Impact Dimensions

0,39

0,44

0,55

0,23

Overall Satisfaction

Learning Capacity

Freedom-Creativity

Confidence-Extroversion

TEGV Children

43

A child’s average satisfaction level is 3,28 out of 4,00. If this

child is from TEGV, this value increases by 0,4 to 3,67.

We may observe TEGV’s impact more clearly when we in-clude being or not being TEGV children in our statistical models in order to measure the impact TEGV has on children’s overall satisfaction with life and their conduct in other respects. We may interpret the complex figure given above as such:

• A child’s average satisfaction level is 3,28 out of 4,00. If this child is from TEGV, this value increases by 0,4 to 3,67 (3,28+0,39=3,67). This is TEGV’s direct impact on a child’s overall satisfaction.

• If a child’s learning capacity increases by 1 point, we know that his/her overall satisfaction with life will increase by 0,12. The results of the research show that TEGV children’s Learning Capacity scores are 0,44 higher. Therefore, we may as well say that if one of the two identical children is a TEGV child, the contribution of the Learning Capacity to overall satisfaction with life is calculated with a 0,05 increase: (0,44*0,12=0,053).

• Likewise, the impact of being a TEGV child through the Confidence-Extroversion dimension on overall satisfacti on with life is 0,07 and the same value through the Freedom/Creativity dimension is 0,01.

• All taken into consideration, we can assert that a TEGV child’s happiness score is 16 percent higher than a child in the control group.

44

An average child’s Mathematics grade point average is 3,56. If this is a child who has participated in TEGV’s activities, the grade point average rises to 3,88.

We see that the grade point average of TEGV children is 0,3 (6 percent) higher than the other children. Even though TEGV chil-dren have the same Learning Capacity score with the other chil-dren, their grade point average is still 0,4 higher. When TEGV’s impact on the Confidence/Extroversion dimension is considered, the difference rises to 0,42 (nearly 8 percent).

Figure 27. Achievement in Mathematics, TEGV Impact and Impact Dimensions

Figure 26. Grade Point Average, TEGV Impact and Impact Dimensions

0,16

3,56

0,26

0,32

0,44

0,55

0,23

Mathematics

Learning Capacity

Freedom-Creativity

Confidence-Extroversion

TEGV Children

0,06

4,11

0,15

0,33

0,44

0,55

0,23

Grade Point Average

Learning Capacity

Freedom-Creativity

onfidence-Extroversi-

on

TEGV Children

45

TEGV children’s Turkish grade point average is 0,28 higher

than the equivalent children.

According to the statistical model which takes TEGV impact into consideration, an average child’s Mathematics grade point average is 3,56. If this is a child who has participated in TEGV’s activities, the grade point average rises to 3,88. A 1-point in-crease in Learning Capacity corresponds to a 0,26 increase in Mathematics grade point average, whereas the same increase in the Confidence-Extroversion dimension leads to a 0,16 in-crease in Mathematics grade point average. If a child has re-ceived education at TEGV, his/her Learning Capacity is 0,44 higher and Confidence-Extroversion score is 0,55 higher. Free-dom and Creativity score also increases by 0,23. Therefore, Mathematics grade point average of TEGV children is higher and impact dimensions also have higher coefficients on these children (15 percent).

According to the our model, TEGV children’s Turkish grade point average is 0,28 higher than the equivalent children. The difference between TEGV children and the equivalent children who have the same Learning Capacity and Confidence/Extro-version scores start from 0,5.

0,10

3,93

0,17

0,28

0,44

0,55

0,23

Turkish

Learning Capacity

Freedom-Creativity

Confidence-Extroversion

TEGV Children

Figure 28. Achievement in Turkish, TEGV Impact and Impact Dimensions

46

The research studies on volunteering carried out since 2008 showed us the kind of impact that volunteering at TEGV had on young people.

3. VOLUNTEERS

The experiences and observations of TEGV employees and volunteers revealed that TEGV also had an impact on its volun-teers in addition to children and brought about remarkable changes in their lives. The research studies conducted on volun-teering since 2008 also showed us the kind of impact that vol-unteering at TEGV had on young people.

3.1. Youth, Volunteering and Social Capital (2008)The research study carried out by TEGV in 2008 was titled

“Youth, Volunteering and Social Capital.” The target group of the research was young people in the 18-35 age range. In addi-tion to the face-to-face meetings carried out with 750 young people living in various urban residential areas of Turkey, online surveys conducted with 724 TEGV volunteers helped us with the comparison of certain data. Within the scope of the re-search, evaluations were made as to the overall psychological state, anomie, confidence and empathy levels of the volun-teers, in addition to their participation in volunteering activi-ties, reasons not to participate in volunteering activities, out-comes of volunteering and behavioural factors such as the ones leading them to prefer a specific organisation.

TEGV potential segment, which was developed with “trend weighting” method in the light of the data obtained during the face-to-face meetings conducted with young people, was also utilised in the analyses. The differences of this population, which shared the same socioeconomic and demographic char-acteristics with TEGV volunteers, in various statistics were eval-uated in order to test the hypothesis that volunteering is a “white collar-middle class” occupation. The fact that the seg-ment statistics of people who have never volunteered before yet who have a tendency to become a TEGV volunteer are the same as TEGV volunteers may indicate that these differences are caused by socioeconomic and demographic factors. On the other hand, the differences between TEGV volunteers and TEGV potential segment may also be interpreted as significant indicators of the impacts of volunteering, provided that the so-cioeconomic and demographic differences are fixed. Thus, the differences between TEGV Volunteers-TEGV Potential may also yield interesting results, as well as the differences in Volun-teers-Others and TEGV Volunteers-Other Volunteers used in the analyses.

47

One of the most striking findings of the research carried

out in 2008 was that volunteering activity was an

extremely rare practice among the youth.

3.1.1. Volunteering Activity and PerceptionsOne of the most striking findings of the research carried out

in 2008 was that volunteering activity was an extremely rare practice among the youth. According to the research study, only 5 percent of the young people living in the urban residen-tial areas of Turkey within the 18-35 age range have worked in “an unwaged position for the good of the others”, in other words, volunteered within the last year. This low ratio has been confirmed in comparative studies like World Values Survey. Ac-cording to World Values Survey, those who take part in volun-teering activities have a ratio of 1,7 percent in Turkey popula-tion, and Turkey brings up the rear among 55 countries within the scope of the research1. In the same research, volunteering ratio among young people is 7,7 percent, which justifies the ex-ternal consistency of our findings.

Figure 29. The Ratio of Volunteers Active within the Last Year (18-35 Age Range, Urban Residential Areas)

When it comes to how much time this low volunteering pop-ulation spares for such activities, we have found out that the average volunteering time per week is two hours and that 50 percent of these young volunteers spend less than three hours a week in volunteering activities.

Yes4,8%

No95,2%

Yes No

1 World Values Survey, www.worldvaluessurvey.org

48

Among these reasons, “not knowing the right organisation”, “having a distrust for organisations” or “having experienced an unpleasant situation in the past” were what we called “organisation-related reasons.” Changing people’s perceptions in this respect depends on the efforts of non-governmental organisations.

Figure 30. Reasons Not To Become a Volunteer

My living conditions do not allow me to spare time for volunteering activities regularly

I did not have time to take part in volunteering activities

I do not have the financial means to take part in volunteering activities

I do not know the right organisation in which I can take part in volunteering activities

I do not trust volunteering organisations

I had an unpleasant experience regarding volunteering activities in the past

I do not possess the necessary abilities to take part in volunteering activities

I do not believe that such activities can bring about a significant result

0,0% 20,0% 40,0% 60,0% 80,0% 100,0%

70,1%

66,4%

65,8%

47,7%

39,4%

34,0%

12,8%

29,9%

When young people were enquired about why they did not take up volunteering activities, the most common answer they gave was “lack of time.” Another point worthy of consideration was that volunteering activities only required an average of two hours a week. Not having the financial means to take part in volunteering activities was also a highly opted for response, however this should also be called into question since volun-teering does not impose such financial burden on people. Among these reasons, “not knowing the right organisation”, “having a distrust for organisations” or “having experienced an unpleasant situation in the past” were what we called “organi-sation-related reasons.” Changing people’s perceptions in this respect depends on the efforts of non-governmental organisa-tions.Figure 31. The Outcomes of Volunteering (The ratio of “It is an important outcome” answers)

100,0

90,0

80,0

70,0

60,0

50,0

40,0Contributing

to the solution of

the problems within one’s surroundings

General Population Volunteers TEGV Potential TEGV Volunteers

Developing new abilities

Meeting new

people

Helping a specific

organisa-tion

Fulfilling a recreational

activity

Being a person who is

sought for help

Finding a job and gaining

experience

49

We can say that TEGV volunteers give more importance to self-improvement and

contributing to their environment as a consequence of their experiences and that

other young people highly prioritise pragmatic outcomes.

When people who participated in the research in 2008 were enquired about what the outcomes of taking part in volunteer-ing activities would be, the most common answer was “contrib-uting to the solution of the problems within one’s surroundings” and in this respect, there was no significant difference among volunteers, non-volunteers and TEGV volunteers. On the other hand, we may interpret the differences in certain topics as an impact of volunteering in general and volunteering at TEGV.

While almost all TEGV volunteers share the opinion that “de-veloping new abilities” is one of the most significant outcomes of volunteering, other young people agree on this in a lesser ratio. “Being a person who is sought for help” response is high-er in non-TEGV volunteers, whereas the ratio of the people who share this opinion among TEGV volunteers is only 75 percent. When it comes to “finding a job and gaining experience” out-come, TEGV volunteers and other young people demonstrate certain differences of view. Young people defined as TEGV po-tential have a lower ratio here and this may indicate that certain outcomes of volunteering such as finding a job and gaining ex-perience are more common among young people with specific socioeconomic and demographic characteristics.

From this point of view, We can say that TEGV volunteers give more importance to self-improvement and contributing to their environment as a consequence of their experiences and that other young people highly prioritise pragmatic outcomes. As can be seen above, socioeconomic factors do not necessarily lessen pragmatic motivations.

Figure 32. Requirements to Become a Volunteer(The ratio of “It is required” answers)

100,0

90,0

80,0

70,0

60,0

50,0

40,0

30,0

20,0

10,0

0,0Knowledge of volunteering organisations

Non-volunteers Volunteers TEGV Potential TEGV Volunteers

Education to prepare the individual

for volunteering

activities

Adequate time

Financial means to make

a living

Near-by organisations

A large social circle

50

Specific psychological evaluations such as self-contentment, anomie, generalised trust were used in the research study carried out in 2008 in order to compare TEGV volunteers with other volunteers, and considerable differences were observed.

Volunteering experience at TEGV may cause young people to have different perceptions regarding the requirements of volun-teering. For non-volunteer young people, financial means, near-by organisations and a large social circle are important; whereas these requirements are rated in lesser ratios by TEGV volunteers. The opinions of other volunteers are also different in this respect and this difference can be interpreted as a consequence of the volunteering experience. On the other hand, knowledge of volun-teering organisations and finding adequate time are common concerns for all, yet TEGV volunteers express that education that prepares the individual for volunteering activities is also impor-tant. Almost in all scores, volunteers are different from other young people and TEGV volunteers are different from TEGV po-tential group. Accordingly, we can claim that these differences indicate the impact of volunteering on perceptions.

3.1.2. Volunteering Activity, Psychological States and Perceptions

One of the most important hypothesises of “Youth, Volun-teering and Social Capital” research was that volunteering would increase self-contentment in young people and that this experience would have a positive impact on their perceptions. For that purpose, specific psychological evaluations such as self-contentment, anomie, generalised trust were used in the research study carried out in 2008 in order to compare TEGV volunteers with other volunteers, and considerable differences were observed.

3.1.2. Volunteering Activity, Psychological States and Perceptions

Non-volunteers Volunteers TEGV Potential TEGV Voluntee

I am generally satisfied with myself.

I occasionally find myself useless

I believe that I have many good qualifications

I think I do not have so many qualifications to boast about

... makes me think that I am unsuccessful in life

I think I am as valuable as any other person

I have a positive self-image

Sometimes I think that I am not a good person

51

TEGV volunteers are more satisfied with themselves, they believe that they have

good qualifications, find themselves more valuable and have positive self-image.

The research study has revealed that there are no significant difference between TEGV volunteers and other young people in terms of overall satisfaction with life and hope for the future. However, when the self-evaluations of the individuals are taken into account, it is observed that TEGV volunteers have more positive self-perceptions. TEGV volunteers are more satisfied with themselves, they believe that they have good qualifica-tions, find themselves more valuable and have positive self-im-age. People who volunteer in other organisations also have pos-itive self-perceptions, which can be assessed as the impact of volunteering on positive perceptions. We can say that the differ-ence between TEGV volunteers and other volunteers is an indi-cator of TEGV impact. On the other hand, there is an appreciable difference when compared with TEGV potential group, there-fore we may say that the impact of the socioeconomic and de-mographic variables on people’s self-perceptions is limited.

Figure 34. Anomie

Anomie, which can be defined as an individual’s feeling of a lack of norms and values in his/her life, is one of the most cru-cial problems faced by Turkey in the recent years. A survey car-ried out by Ersin Kalaycıoğlu and Ali Çarkoğlu in 2006 demon-strates that people who have a high feeling of anomie constitute 19 percent of the entire Turkey population2. Another study car-ried out for ARI Movement in 2008 also indicates that the ratio of those who have a high feeling of anomie among Turkish youth falling between the 15-27 age range is 37 percent3. The fact that we are coming across a high feeling of anomie, which used to be a problem the Western civilisations had to deal with in the 19th century, now in the 21st century Turkey is an issue worthy of solemn consideration.

2 Ali Çarkoğlu and Ersin Kalaycıoğlu, Social Preferences in Turkey, 2006

3 ARI Movement, Political Attitudes of Turkish Youth, 2008

0%

20%

40% 37,7% 37,6% 41,0%

31,6%

13,0%

60%

80%

100%

General Population

Non-volunteers

Volunteers TEGV Potential

TEGV Volunteers

52

Coming together with different people, collaboration with others and accomplishing favourable results enable young people to trust people more in general terms.

Our research study demonstrates that TEGV volunteers have the feeling of anomie in lesser ratios when compared with other young people. The ratio of those with a high feeling of anomie among the average young people in Turkey is 37 percent, where-as this ratio is as low as 13 percent among TEGV volunteers. Our theoretical expectations regarding the fact that volunteering practices diminish the feeling of anomie have been confirmed at least with the difference observed in TEGV volunteers.

Figure 35. Volunteering and Generalised Trust

A series of public opinion surveys carried out since the 1990s demonstrate that Turkey is one of the countries whose popula-tion has the lowest “generalised” trust levels on a comparative basis. In all public opinion surveys, the ratio of the people who think that other people are generally trustable is between 6 and 7 percent. A research study carried out in 2008 revealed that only 10 percent of the young people between 15 and 27 years of age generally find other people trustable. While detailed analyses conclude that socioeconomic factors do not have any impact on the distrustfulness in question, Turkey ranks next to last among 55 countries with its low generalised trust level4.

Our expectation is that volunteering experience will increase the level of generalised trust. Coming together with different people, collaboration with others and accomplishing favoura-ble results enable young people to trust people more in general terms. As in the particular case of TEGV, coming from different socioeconomic structures in order to work for a common cause has an extremely positive impact people’s feelings of trust.

0%

20%

40%

6,3% 6,0%12,6%

9,6%

20,4%

60%

80%

100%

General Population

Non-volunteers

Volunteers TEGV Potential

TEGV Volunteers

4 World Values Survey, www.worldvaluessurvey.org

53

“Youth, Volunteering and Social Capital” study carried out in 2008 aimed to demonstrate the outcomes of

volunteering by comparing TEGV volunteers and other young people in terms of varied criteria. The research

study titled “Volunteering and Outcomes” in 2009 were designed towards discovering the factors that will

facilitate the sustainability of volunteering efforts.

The research study satisfied these theoretical expectations. While the ratio of the people who think that people are gener-ally trustable within the general population is 6 percent, this ratio rises up to 12 percent in non-TEGV volunteers. We can in-terpret this ratio as an impact of volunteering. The same ratio among TEGV volunteers is 20 percent, in other words three times the ratio in the general population. This difference can be attributed to volunteering at TEGV. Moreover, the 10-point dif-ference between TEGV volunteers and TEGV potential group directly demonstrates the impact of volunteering.

3.2. Volunteering and Outcomes (2009)The second research TEGV presented on the International

Volunteer Day which was celebrated on 5 December in 2009 was titled “Volunteering and Outcomes” and was a follow-up of the first research study. At the beginning of the research study, 24 in-depth interviews were conducted in order to develop the questionnaire form. The questionnaire forms which were pre-pared in the light of the outcomes of these in-depth interviews were delivered to TEGV volunteers by using the private ad-dressing method. 1209 TEGV volunteers participated in the sur-vey which was open between the dates 17 November and 1 December 2009.

At the end of the internet surveys which were completed with the participation of 1209 TEGV volunteers, volunteers’ evaluation of their own psychological states; motivations to vol-unteer at TEGV, intrapersonal and environmental outcomes, the changes they observed in their personalities, levels of com-munication with the organisation and other volunteers and sat-isfaction with volunteering at TEGV were investigated.

3.2.1. The Impacts of Volunteering: Changes and Outcomes“Youth, Volunteering and Social Capital” study carried out in

2008 aimed to demonstrate the outcomes of volunteering by comparing TEGV volunteers and other young people in terms of varied criteria. The research study titled “Volunteering and Out-comes” in 2009 were designed towards discovering the factors that will facilitate the sustainability of volunteering efforts. This internet-based survey which was completed with the participa-tion of 1209 TEGV volunteers revealed very important clues about how to increase the outcomes of volunteering in general and the outcomes of volunteering at TEGV in particular.

Sharing the same basic demographic variables with the re-search study in 2008, the study carried out in 2009 demonstrat-ed that there were no significant changes that took place within

54

Almost all of the volunteers who have participated in the research study think that there was a change in their personal characteristics after the volunteering process. First of all, the volunteers believe that they have gone through a “social change.”

the elapsed year in terms of trusting people, anomie, empathy and self-contentment. The fact that TEGV volunteers who took part in “Youth, Volunteering and Social Capital” study and other TEGV volunteers who took part in “Volunteering and Out-comes” study shared similar psychological states and percep-tions was interpreted as an indication of consistency in terms of the method utilised.

Figure 36. Volunteering and Changes in Personal Qualities

Almost all of the volunteers who have participated in the research study think that there was a change in their personal characteristics after the volunteering process. First of all, the volunteers believe that they have gone through a “social change.” Being more self-confident, more social, more respon-sible and communicating better are the areas which make up the “social change” perception.

The second dimension of change was called “practical change”, which mainly consisted of areas such as being more considerate and more patient, and demonstrated the volun-teer’s capacity to struggle against problems and challenges.

The third dimension of change was called “intrapersonal change”, which mainly consisted of intrapersonal areas such as being more peaceful and happier.

... communicating well

... being patient

... being considerate

... being self-confident

... being flexible

... being happy

... being responsible

... being social

... being practical

... being peaceful

0% 20% 40% 60% 80% 100%

95%

94%

97%

93%

97%

92%

91%

90%

87%

90%

55

For TEGV volunteers, the most important outcomes of volunteering

are being loved by children, feeling useful, always learning new things and

meeting new people.

Figure 37. Volunteering and Outcomes

For TEGV volunteers, the most important outcomes of vol-unteering are being loved by children, feeling useful, always learning new things and meeting new people. When we create a group starting from these outcomes, the first dimension that comes out is “Environmental Outcome” which is related to out-comes that contain the point of view of the outer world such as “observing the change of relationships with one’s family”, “be-ing consulted with by the people in one’s immediate surround-ings”, “being respected in society” and “observing the positive impacts of volunteering on professional life.”

On the other hand, the second dimension is related to out-comes that are based on intrapersonal evaluations such as “feeling useful”, “always learning new things” and “being loved by children” and we call this dimension “Intrapersonal Out-come.”

Feeling useful

Being loved by children

Observing the change of relationships with one’s family

Being appreciated by TEGV executives

Always learning new things

Meeting new people

Being respected in society

Observing the positive impacts of volunteering on professional life

Being consulted with by the people in one’s immediate surroundings

0% 20% 40% 60% 80% 100%

96,4%

95,3%

93,3%

98,7%

82,8%

76,1%

65,2%

54,8%

56,7%

56

At the end of the research, we have found out that a considerable three quarters of TEGV volunteers communicate with other volunteers very often; they regularly come together on an online environment and that more than 60 percent of TEGV volunteers think there is an environment where they can spend time with other volunteers in TEGV.

3.2.1. Impacts of Volunteering: Changes and Outcomes

Figure 38. Volunteering and Communication

I meet with … very frequently in TEGV

We regularly communicate with ... on an online environment (e.g. Facebook or Yahoo

groups)

There is an environment where you can spend time with ... in TEGV

I see ... outside my volunteering life

... we organise social activities

... we regularly arrange meetings

%0 %20 %40 %60 %80 %100

%72,9

%63,9

%61,2

%56,1

%48,1

%36,7

One of the questions we wanted to be able to answer in this research study was how often TEGV volunteers communicated with one another. At the end of the research, we have found out that a considerable three quarters of TEGV volunteers com-municate with other volunteers very often; they regularly come together on an online environment and that more than 60 per-cent of TEGV volunteers think there is an environment where they can spend time with other volunteers in TEGV. In the light of the responses given to these questions, we have observed that one thirds of the volunteers have high communication lev-els, one quarter of them have average communication levels and the rest 40 percent have low communication levels.

Figure 39. Satisfaction with Volunteering at TEGV

I think that I have done a good job by volunteering at TEGV

Volunteering at TEGV was worth the time

I think that I have contributed to TEGV with my volunteering activities

I am generally satisfied with my volunteering experience

I regard myself as a part of TEGV

I feel that I am an important person at TEGV

Volunteering at TEGV constitutes an important part of my life

My volunteering experience at TEGV satisfied my expectations fully

0 1 2 3 4 75 6

6,3

6,3

6,5

6,1

6,1

6,0

5,7

5,6

57

When we look into volunteers’ extent of satisfaction with their TEGV experiences, we see that the average satisfaction level is high. Levels being graded out of 7 points, the average of the

various dimensions of satisfaction starts from 6,5 points and does not fall below 5,6 points.

I suggest to my friends and people in my vicinity that they volunteer at TEGV when I am

asked for my opinion

I suggest to my friends and people in my vicinity that they volunteer at TEGV without

necessarily being asked for my opinion

I convey my opinions about TEGV’s education programs to TEGV employees

I direct the children in my surroundings to TEGV’s education units

I have brought volunteers to TEGV

I take part in TEGV’s publicity campaigns

0% 20% 40% 60% 80% 100%

92,8%

96,1%

82,2%

79,5%

69,8%

62,5%

When we look into volunteers’ extent of satisfaction with their TEGV experiences, we see that the average satisfaction level is high. Levels being graded out of 7 points, the average of the various dimensions of satisfaction starts from 6,5 points and does not fall below 5,6 points. Since we do not have com-parative research studies at hand, we do not know whether this satisfaction average is lower or higher with respect to other or-ganisations. Nevertheless, we can acknowledge that this is a very high score as a beginning.

Figure 40. TEGV Ambassadorship

It is possible for us to explain individuals’ relationships with a brand or an organisation by using a simple pyramid structure. We get into touch with brands/corporations, follow their adver-tisements and announcements. If it is convincing enough, we establish a relationship; we buy a product of that specific brand or begin to work with that corporation. Our relationship can be satisfactory or unsatisfactory. Some of the people who are sat-isfied with their relationship assume the role of being the repre-sentative/ambassador of that brand or corporation.

A similar pyramid analogy can be established with the non-governmental organisations. We may be aware of a non-gov-ernmental organisation (communication), we may work at an organisation (relationship), we may be satisfied with our experi-ence (or dissatisfied). As a result, some of the people who have established communication in the beginning become the am-bassadors of the organisation in time, in other words promote the activities of that organisation, invite other people and par-ticipate in the activities.

58

We attempted to figure out to what extent TEGV volunteers assumed the role of being the organisation’s ambassadors in the research study conducted in 2009 with the title “Volunteering and Outcomes” and found out that ambassador volunteers were very high in ratio.

We attempted to figure out to what extent TEGV volunteers assumed the role of being the organisation’s ambassadors in the research study conducted in 2009 with the title “Volunteer-ing and Outcomes” and found out that ambassador volunteers were very high in ratio. 96 percent of the volunteers, nearly all of them, suggest to their friends and people in their vicinity that they volunteer at TEGV when they are asked for their opinion. Besides, the ratio of volunteers who suggest to their friends and people in their vicinity that they volunteer at TEGV without nec-essarily being asked for their opinion is 92 percent.

In the previously conducted “Youth, Volunteering and Social Capital” research study, we had discovered that one of the most important reasons not to volunteer on part of the youth was not knowing the organisations well. Similarly, “volunteers in a specific organisation” were a significant source of information to keep informed about a non-governmental organisation. When we take both of these data into consideration, we come to the conclusion that having a high number of ambassadors among TEGV volunteers is an advantageous situation for TEGV. Besides, this can also be interpreted as an indirect manifesta-tion of the positive impacts of volunteering at TEGV.

What determines satisfaction with volunteering? We know as a result of our research studies that the ratio of those who participate in volunteering activities in non-governmental or-ganisations among the youth is only 5 percent. Same research studies show us that the ratio of leaving is also considerably high among the volunteers. What can we do to make the volun-teers carry on their volunteering activities for longer periods? In order to answer this question, we utilised a series of advanced statistical techniques and reached the causal relationships dis-played in the figure below.

Figure 41. The Determinants of TEGV Ambassadorship

The Intensity of Communication

Practical Change

Intrapersonal ChangeSocial

Change

Satisfaction with TEGV

0,21 0,27

0,12 0,19

0,15 0,31

0,32 0,220,43

0,10 0,11 TEGV Ambassa-

dorship

Environmental Outcome

Intrapersonal Outcome

59

Among the outcomes of volunteering, the outcome dimension which has the most powerful impact on satisfaction is the environmental

outcome, which is related to outcomes that are based on the point of view of the outer world such as “being consulted with by the people in

one’s immediate surroundings”, “observing the change of relationships with one’s family”, “being respected in society” and “observing the

positive impacts of volunteering on professional life.”

The variables used in the analysis are as follows:» The intensity of communication which measures the

communication among the volunteers;» Social change, practical change and intrapersonal change

from the perceptions about personal change;» Environmental outcome and intrapersonal outcome from

the perceptions about personal outcome;» Volunteer’s satisfaction with volunteering at TEGV;» Volunteer’s level of TEGV ambassadorship;

In addition to these variables, we have added other behavioural, per-ceptual and structural variables that could be included in this relational model to this study, however we were not able to produce significant relationships out of these variables. The coefficients in the figure compa-rably demonstrate the impact of each variable on a dependent variable in basically standardised regression coefficients and multivariate analy-ses. Coefficients with an absolute value close to 1 should be interpreted as more powerful and those with an absolute value close to 0 should be interpreted as weak.

The figure shows us roughly that there is a remarkable relationship between the satisfaction with TEGV ambassadorship and satisfaction with TEGV volunteering. Volunteers with a higher level of satisfaction are more occupied with TEGV ambassadorship, which is one of our expecta-tions.

Nevertheless, it is a surprising result that the change perceived by the individuals has an impact on satisfaction with volunteering. Volunteers who think that they have gone through a more intense intrapersonal change (being more peaceful-happier) have higher satisfaction scores. Young people who believe that they have gone through more social change, in other words who have become more self-confident, more so-cial, more responsible and more communicative are more satisfied with their volunteering activities.

Among the outcomes of volunteering, the outcome dimension which has the most powerful impact on satisfaction is the environmental out-come, which is related to outcomes that are based on the point of view of the outer world such as “being consulted with by the people in one’s immediate surroundings”, “observing the change of relationships with one’s family”, “being respected in society” and “observing the positive impacts of volunteering on professional life.” The impact of the intraper-sonal outcome dimension, which is related to outcomes that are based on intrapersonal evaluations such as “feeling useful”, “always learning new things” and “being loved by children” is relatively limited.

60

Spending time with other volunteers, forming new friendships and communicating with one another in the environment provided by TEGV and in the social media have a multiplier effect on the outcomes of volunteering and the consequent changes in volunteers:

The most striking finding of the analysis is observed in the impact of the “intensity of communication” dimension, which measures the communication among TEGV volunteers, on all outcome and change dimensions. Young people who have high-er levels of communication go through more social changes and their environmental outcomes increase. In other words, spend-ing time with other volunteers, forming new friendships and communicating with one another in the environment provided by TEGV and in the social media have a multiplier effect on the outcomes of volunteering and the consequent changes in volun-teers: The more they communicate, the more they achieve out-comes and the more changes they observe in themselves.

The impact of the intensity of communication on outcomes and indirectly, on satisfaction creates an important area of op-portunity for organisations which aim to establish more sus-tainable relationships with their volunteers: The more opportu-nities you create for communication, the more you increase satisfaction with volunteering activities and corporate ambas-sadorship.

Figure 42. Volunteering, Psychological States and Happiness

-0,06 0,24

-0,33

-0,23

-0,11

0,11

0,09

0,080,13

0,14

0,15

-0,12

Satisfaction with TEGV

Feeling of Anomie

Empathy

Negative Perceptions

Positive Perceptions

Happiness

Social Responsibility

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Young people who have had a satisfactory volunteering experience at

TEGV have more positive self-perceptions and as a result, feel happier.

The results of volunteering at TEGV in terms of the psycho-logical states of volunteers have been demonstrated in the figure above. To begin with, as the negative self-perceptions of the indi-viduals increase, we observe that their self-contentment de-creases. Nonetheless, there is a positive relationship between positive perceptions and happiness. Individuals’ positive self-per-ceptions increase in direct proportion to their sense of social re-sponsibility. Furthermore, there is a negative relationship be-tween the empathy scores and negative perceptions of volunteers. The relationship between their empathy scores and positive perceptions is low yet still positive. The relationship be-tween feeling of anomie and negative perceptions has a high co-efficient of 0,24. In other words, volunteers who have a strong sense of social responsibility and empathy have less negative self-perceptions and more positive self-perceptions, and they are eventually happier We have also observed that anomie raises negative perceptions and decreases positive perceptions thereby having a negative impact on an individual’s happiness.

One important finding according to TEGV is that an increase in satisfaction with volunteering at TEGV translates into a decrease in the feeling of anomie and an increase in empathy and social responsibility in return. Volunteers who are satisfied with their volunteering activities at TEGV have a higher sense of empathy and social responsibility and lesser feeling of anomie. Conse-quently, they are also happier.

Another finding is that satisfaction with volunteering at TEGV has a positive impact on an individual’s positive self-perceptions and also a negative impact on his/her negative self-perceptions. Young people who have had a satisfactory volunteering experi-ence at TEGV have more positive self-perceptions and as a result, feel happier.

As we have already discussed before, the intensity of commu-nication has a direct impact on perceptions of change and out-come. Additionally, it would not be a wrong statement to say that a specific kind of volunteering activity renders individuals happi-er, considering the indirect impact of the intensity of communica-tion on satisfaction with volunteering at TEGV. At this point, we can observe that TEGV, standing out with its volunteering per-spective which lays stress on intensive communication, has an impact on young people’s happiness, and this can be interpreted as a direct impact of volunteering at TEGV on the youth.

EDUCATIONAL VOLUNTEERS FOUNDATION OF TURKEYHead Office: Acıbadem Caddesi Rauf Paşa Hanı Sokak, No: 42

34660 Acıbadem / İstanbulT 0 216 290 70 00 F 0 216 492 32 33

tegv@tegv.org