Abstract/Summary

This study explores motivations and barriers to social action in children from economically disadvantaged communities, through the lens of Construal Level Theory. Results from a qualitative study involving 40 children in the UK (engaged and non-engaged in social action), suggest that a concrete, place-based understanding of social action (low-level construal), and intrinsic motives, drive children to engage. An abstract and decontextualized understanding of social action (high-level construal), and concrete responsibilities such as caring for family (low-level construal), often hinder engagement. Contrary to expected trends, motivations to engage in social action are more associated with intrinsic benefits. Social identity needs act both as motivators (disproving negative views about children) and barriers (maintaining a sense of ‘coolness’). Our study contributes to knowledge by suggesting that a place engagement approach, which embraces low-construal aspects and is ‘closer to home’, may help both motivating and overcoming barriers to child volunteering in economically disadvantaged communities.