Tag Archive for: Self-determination theory

Mentoring as service-learning: The relationship between perceived peer support and outcomes for college women mentors

Marshall, Jenna H.; Lawrence, Edith C.; Williams, Joanna Lee; Peugh, James

STUDIES IN EDUCATIONAL EVALUATION

Volume Issue Pages DOI / ISBN / ISSN
47 38-46 DOI: 10.1016/j.stueduc.2015.07.001

 

Language Country
English Other

Abstract: 

This study examined whether peer support was related to psychosocial outcomes for college women serving as youth mentors in the Young Women Leaders Program (YWLP), a service-learning mentoring program. The outcomes assessed were college students’ ethnocultural empathy and their sense of competence, relatedness, and autonomy. Data included questionnaires completed by YWLP mentors (YWLP; n = 227) and college women with (CS; n = 230) and without (no CS; n = 105) alternative community service involvement. Results showed that YWLP mentors’ level of perceived peer support was associated with stronger outcomes in autonomy as compared to the CS group and in ethnocultural empathy as compared to both comparison groups. These findings extend the literature on effective support for college service-learning participants. (C) 2015 Elsevier Ltd. All rights reserved.

Keywords: 

Service-learning; Higher education; Mentoring; Peer support; Self-determination theory; Ethnocultural empathy

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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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Mentoring as service-learning: The relationship between perceived peer support and outcomes for college women mentors

Marshall, Jenna H.; Lawrence, Edith C.; Williams, Joanna Lee; Peugh, James

STUDIES IN EDUCATIONAL EVALUATION

Volume Issue Pages DOI / ISBN / ISSN
47 38-46 DOI: 10.1016/j.stueduc.2015.07.001

 

Language Country
English Other

Abstract: 

This study examined whether peer support was related to psychosocial outcomes for college women serving as youth mentors in the Young Women Leaders Program (YWLP), a service-learning mentoring program. The outcomes assessed were college students’ ethnocultural empathy and their sense of competence, relatedness, and autonomy. Data included questionnaires completed by YWLP mentors (YWLP; n = 227) and college women with (CS; n = 230) and without (no CS; n = 105) alternative community service involvement. Results showed that YWLP mentors’ level of perceived peer support was associated with stronger outcomes in autonomy as compared to the CS group and in ethnocultural empathy as compared to both comparison groups. These findings extend the literature on effective support for college service-learning participants. (C) 2015 Elsevier Ltd. All rights reserved.

Keywords: 

Service-learning; Higher education; Mentoring; Peer support; Self-determination theory; Ethnocultural empathy

Read more

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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Service-Learning as a Vehicle for Youth Leadership: The Case of the Hong Kong Polytechnic University

Chan, Stephen C. F.; Ngai, Grace; Yau, Jenny; Yuen, Walter W.; Shek, Daniel T. L.; Au, Helena S. S.

SERVICE-LEARNING FOR YOUTH LEADERSHIP: THE CASE OF HONG KONG

Volume Issue Pages DOI / ISBN / ISSN
12 19-31 DOI: 10.1007/978-981-13-0448-4_2

 

Language Country
English Other

Abstract: 

At PolyU, we instituted service-learning as an effective experiential pedagogy to nurture social responsibility which is also strongly related to youth leadership, leading ultimately to improvements in the quality of life of the students themselves, as well as the communities that they serve. While designing an effective program to integrate service-learning into our undergraduate academic programs, we aim to address the well-known motivational needs of human behavior: autonomy, competence, and relatedness, as well as the desirable qualities of leadership and global outlook. We have also taken into consideration the specific cultural characteristics of higher education in Hong Kong. The result is an academic service-learning program which is compulsory yet includes a wide selection of subjects, structured instructions balanced with student-based learning, challenging as well as meaningful service projects, and a growing set of boundary-crossing, international projects in far away radically different cultures. This chapter discusses the design of the program in some details.

Keywords: 

Autonomy; Competence; Relatedness; Leadership; Boundary-crossing; Self-determination theory

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