I can succeed at this
Engagement in Service Learning in Schools Enhances University Students' Self-Efficacy
Bibliographic Data
| ID | 4097528 |
|---|---|
| Authors | Raphael Gutzweiler (Clinical Child and Adolescent Psychology and Psychotherapy, University Koblenz-Landau, Landau, Germany), Simone Pfeiffer (0000-0002-6866-8221, Clinical Child and Adolescent Psychology and Psychotherapy, University Koblenz-Landau, Landau, Germany), Tina In-Albon (0000-0002-2070-8458, Clinical Child and Adolescent Psychology and Psychotherapy, University Koblenz-Landau, Landau, Germany, corresponding author) |
| Year | 2022 |
| Volume | 47 |
| Issue | 12 |
| Pages | 2539-2552 |
| Publication date | 2022-12-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2022.2091126 |
| OpenAlex | W4283517190 |
| Language | EN |
| Citations received | 10 |
| References cited | 41 |
Engaging in service learning has been linked to multiple positive outcomes 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 self-efficacy. Female students seemed to benefit more than male students
Bachelor · Bachelor degree · Higher education · Mathematics education · Medical education · Pedagogy · Self-efficacy · Service-learning · Medicine · Nursing Education, Practice, and Leadership · Psychology · Service-Learning and Community Engagement · Social Psychology · Youth Development and Social Support
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| Unique citing works | 10 |
|---|---|
| Citations per year | 5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |