Abstract

Service learning can help students to engage in the community while applying lessons learned in their coursework. Using self-determination theory, we evaluated the relationship among self-efficacy, self-regulated motivation, and civic learning in service learning courses. Participants included 242 college students (122 females, 120 males) across 28 service learning courses at a large, research-intensive university in the American Midwest. A conceptual framework was developed and tested using structural equation modeling. Results indicate that self-efficacy for community service has a positive impact on civic learning directly and indirectly through self-regulated motivation. The direct effects in the model were stronger than the indirect effects.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 827-843
Launched on MUSE
2016-11-09
Open Access
No
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