Tag Archive for: feedback

‘I can succeed at this’: engagement in service learning in schools enhances university students’ self-efficacy

Raphael Gutzweiler, Simone Pfeiffer & Tina In-Albon

Studies in Higher Education,

Volume Issue Pages DOI / ISBN / ISSN
DOI: 10.1080/03075079.2022.2091126

 

Language Country
English Germany

Abstract: 

Engaginginservicelearninghasbeenlinkedtomultiplepositiveoutcomes in students, such as an increase in self-efficacy. Effects have been found on both general and domain-specific self-efficacy. Research on service learning has indicated that feedback and gender had an impact on the increase in self-efficacy, though findings are mixed. The present study aimed to determine how service learning experiences at a university can be optimally designed to boost college students’ self-efficacy, while examining the effects of feedback and gender on general and teaching self-efficacy. Over 2 years, 267 bachelor’s students in psychology (Mage = 23.08 years, SD = 3.61; 80.5% female) conducted modularized prevention programs in the context of mental health at primary and secondary schools. Students rated their general and teaching self-efficacy before (T1), during (T2), and after (T3) conducting the program. The results indicate a positive effect of engaging in service learning on students’ general (d =0.30) and teaching (d=0.68) self-efficacy from T1 to T3 with significant increases only in female students, and after receiving feedback. Engaging in service learning reduced gender-specific differences in self-efficacy. Feedback increased general and teaching selfefficacy. Female students seemed to benefit more than male students.

Keywords: 

Service learning; selfefficacy; university students; feedback; teaching selfefficacy

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Effects of intrinsic motivation and informative feedback in service-learning on the development of college students’ life purpose

Shin, Jongho; Kim, Myung-Seop; Hwang, Hyeyoung; Lee, Byung-Yoon

JOURNAL OF MORAL EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
47 2 159-174 DOI: 10.1080/03057240.2017.1419943

 

Language Country
English United Kingdom

Abstract: 

This study applied self-determination theory to youth purpose development among Korean college students. It examined the effects of students’ intrinsic motivation for volunteering and informative feedback from significant others on three dimensions of life purpose: confidence in purpose, commitment to purpose and social contribution. The study also tested whether informative feedback influenced the relationship of intrinsic motivation and life purpose development. Participants were 110 Korean college students taking a one-semester service-learning class. The results showed that informative feedback positively affected commitment to purpose and social contribution, especially for students who had low intrinsic motivation. Intrinsic motivation and feedback both positively predicted students’ confidence in purpose. To positively influence students’ life purpose development, these results suggest the importance of providing college students with intrinsically motivated experiences plus informative feedback that supports their competence during service work.

Keywords: 

Life purpose; self-determination theory; service-learning; intrinsic motivation; feedback

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Effects of intrinsic motivation and informative feedback in service-learning on the development of college students’ life purpose

Shin, Jongho; Kim, Myung-Seop; Hwang, Hyeyoung; Lee, Byung-Yoon

JOURNAL OF MORAL EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
47 2 159-174 DOI: 10.1080/03057240.2017.1419943

 

Language Country
English United Kingdom

Abstract: 

This study applied self-determination theory to youth purpose development among Korean college students. It examined the effects of students’ intrinsic motivation for volunteering and informative feedback from significant others on three dimensions of life purpose: confidence in purpose, commitment to purpose and social contribution. The study also tested whether informative feedback influenced the relationship of intrinsic motivation and life purpose development. Participants were 110 Korean college students taking a one-semester service-learning class. The results showed that informative feedback positively affected commitment to purpose and social contribution, especially for students who had low intrinsic motivation. Intrinsic motivation and feedback both positively predicted students’ confidence in purpose. To positively influence students’ life purpose development, these results suggest the importance of providing college students with intrinsically motivated experiences plus informative feedback that supports their competence during service work.

Keywords: 

Life purpose; self-determination theory; service-learning; intrinsic motivation; feedback

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