All Service-Learning Experiences Are NOT Created Equal! Effects of Service-Learning Quality on Self-Efficacy and Engagement

Autor/inn/en	Allen, Joseph A.; Fosler, Kaitlin; Prange, Kelly
Titel	All Service-Learning Experiences Are NOT Created Equal! Effects of Service-Learning Quality on Self-Efficacy and Engagement
Quelle	In: Journal of Higher Education Outreach and Engagement, 25 (2021) 4, S.41-57 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-8212
Schlagwörter	Service Learning; Learning Experience; Self Efficacy; Learner Engagement; Educational Quality; Undergraduate Students; Cognitive Processes; Psychological Patterns; Student Behavior; Nebraska (Omaha) + Suchen Sie Ihr Suchwort? Service-Learning; Lernerfahrung; Self-efficacy; Selbstwirksamkeit; Quality of education; Bildungsqualität; Cognitive process; Kognitiver Prozess; Student behaviour; Schülerverhalten
Abstract	Service-learning courses offer a unique experience to students by reinforcing typical school curriculum with experiences outside the classroom, where the emphasis is on learning by doing accompanied with reflection (Conrad & Hedin, 1981). Studies show that the quality of the service-learning experience has the potential to impact student outcomes; however, few have looked at the relationship of quality with engagement and self-efficacy (Holland et al., 2009). Thus, this study focused on the effects of the quality of service-learning experience on student engagement through leadership self-efficacy and community service self-efficacy. A survey of 105 students showed a significant mediation model of quality of service-learning on affective student engagement through leadership self-efficacy and community service self-efficacy. Significant direct effects were found between quality of service-learning and leadership self-efficacy, community service self-efficacy, and student engagement. These findings on quality of service-learning courses have implications for students, educators, and universities. (As Provided).
Anmerkungen	Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01