Examining Self-Determination in a Service Learning Course

Autor/inn/en	Levesque-Bristol, Chantal; Stanek, Layla R.
Titel	Examining Self-Determination in a Service Learning Course
Quelle	In: Teaching of Psychology, 36 (2009) 4, S.262-266 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
Schlagwörter	Student Attitudes; Service Learning; Student Motivation; Classroom Environment; Skill Development; Self Determination; Knowledge Level; Personal Autonomy; Incentives; Theories; College Students; Questionnaires; Student Research; Environmental Influences; Missouri + Suchen Sie Ihr Suchwort? Schülerverhalten; Service-Learning; Schulische Motivation; Klassenklima; Unterrichtsklima; Kompetenzentwicklung; Qualifikationsentwicklung; Selbstbestimmung; Wissensbasis; Individuelle Autonomie; Anreiz; Theory; Theorie; Collegestudent; Fragebogen; Studentenforschung; Environmental influence; Umwelteinfluss
Abstract	This article examines students' perceptions of the learning environment in a service learning research course and increases in student motivation and skill development. According to self-determination theory (Deci & Ryan, 1985), positive learning environments increase levels of student motivation and learning outcomes. Survey responses revealed that students perceived the learning environment as positive and that their level of motivation, including intrinsic motivation, increased over the semester. Students also self-reported significant gains in knowledge and skills. Service learning appears to be an autonomy-supportive teaching tool that can enhance classroom environment and student engagement. (Contains 2 tables, 1 figure, and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10