'I Can Succeed at This': Engagement in Service Learning in Schools Enhances University Students' Self-Efficacy

Autor/inn/en	Gutzweiler, Raphael; Pfeiffer, Simone; In-Albon, Tina
Titel	'I Can Succeed at This': Engagement in Service Learning in Schools Enhances University Students' Self-Efficacy
Quelle	In: Studies in Higher Education, 47 (2022) 12, S.2539-2552 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (In-Albon, Tina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2022.2091126
Schlagwörter	College Students; Service Learning; Elementary Schools; Secondary Schools; Self Efficacy; Teaching Skills; Gender Differences; Time Factors (Learning); Feedback (Response); Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Collegestudent; Service-Learning; Elementary school; Grundschule; Volksschule; Sekundarschule; Self-efficacy; Selbstwirksamkeit; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Geschlechterkonflikt; Ausland; Deutschland
Abstract	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 (M[subscript age] = 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01