The influence of self-efficacy and self-regulated motivation on civic learning in service learning courses

K. Andrew R. Richards, Chantal Levesque-Bristol

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish (US)
Pages (from-to)827-843
Number of pages17
JournalJournal of College Student Development
Volume57
Issue number7
DOIs
StatePublished - Oct 2016
Externally publishedYes

ASJC Scopus subject areas

  • Education

Fingerprint

Dive into the research topics of 'The influence of self-efficacy and self-regulated motivation on civic learning in service learning courses'. Together they form a unique fingerprint.

Cite this