Exploring the Effects of Semester-Long Service-Learning: A Study on Psychosocial Variables and Quality of Participation Experiences

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Christian Compare, Cinzia Albanesi
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引用次数: 0

Abstract

Background: Service-learning is a widely adopted approach in higher education institutions globally, integrating civic engagement experiences into academic curricula while being responsive to the development of local communities. Purpose: This study aimed to assess the impact on students in participating in voluntary semester-long service-learning labs and courses in comparison to traditional labs and courses. Methodology/Approach: A quantitative online survey was administered to 110 students at the beginning and end of the lectures, investigating four psychosocial variables of citizenship: social justice attitude, cognitive empowerment, sense of community responsibility, and civic engagement. The post-survey also collected data on the participants’ quality of participation experiences. Findings/Conclusions: Analyses performed on data revealed no statistically significant group differences over time in all examined variables, except for the quality of participation experiences, where service-learning students scored significantly higher than other students. Factors potentially influencing these results include the students’ perception of their competence, the duration of the service-learning program, and relying on self-reported measures. Implications: This study contributes to the advancement of experiential learning knowledge emphasizing the significance of methodological rigor, underpinning a narrative that leverages failure to foster understanding. Future research could further explore the role of quality of participation experiences in service-learning.
探索学期服务学习的效果:社会心理变量和参与体验质量研究
背景:服务学习是全球高等教育机构广泛采用的一种方法,它将公民参与体验融入学术课程,同时响应当地社区的发展。目的:本研究旨在评估自愿参加为期一学期的服务学习实验室和课程与传统实验室和课程相比对学生的影响。方法/途径:在讲座开始和结束时,对 110 名学生进行了在线定量调查,调查了公民意识的四个社会心理变量:社会正义态度、认知能力、社区责任感和公民参与。课后调查还收集了关于参与者参与体验质量的数据。结果/结论对数据进行分析后发现,除了参与体验的质量,服务学习学生的得分明显高于其他学生外,其他所有考察变量在统计上都没有显著的组间差异。可能影响这些结果的因素包括学生对自身能力的认识、服务学习项目的持续时间以及依赖自我报告的测量方法。意义:这项研究有助于促进体验式学习知识的发展,强调了方法论严谨性的重要性,并为利用失败促进理解的叙述提供了基础。未来的研究可以进一步探讨参与体验的质量在服务学习中的作用。
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来源期刊
Journal of Experiential Education
Journal of Experiential Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
20.00%
发文量
26
期刊介绍: The Journal of Experiential Education (JEE) is an international, peer-reviewed journal publishing refereed articles on experiential education in diverse contexts. The JEE provides a forum for the empirical and theoretical study of issues concerning experiential learning, program management and policies, educational, developmental, and health outcomes, teaching and facilitation, and research methodology. The JEE is a publication of the Association for Experiential Education. The Journal welcomes submissions from established and emerging scholars writing about experiential education in the context of outdoor adventure programming, service learning, environmental education, classroom instruction, mental and behavioral health, organizational settings, the creative arts, international travel, community programs, or others.
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