Abstract
Investigators employed a multi-method qualitative approach to determine the impact of a service- learning course on students’ discipline-specific self-efficacy. The majority of students reported an increase in discipline-specific self-efficacy after participating in this service-learning course. Analysis resulted in three major themes: (1) constructive criticism and self-reflection improve self-efficacy; (2) experience breeds confidence; and (3) service-learning encourages students to obtain more knowledge and experience in areas of deficiency after the servicelearning experience.
Recommended Citation
Goodell, L. Suzanne; Cooke, Natalie K.; and Ash, Sarah L.
(2016)
"A Qualitative Assessment of the Impact of a Service‐Learning Course on Students’ Discipline‐Specific Self‐Efficacy,"
Journal of Community Engagement and Higher Education: Vol. 8:
Iss.
2, Article 8.
Available at:
https://scholars.indianastate.edu/jcehe/vol8/iss2/8
Included in
Civic and Community Engagement Commons, Community-Based Learning Commons, Community Psychology Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons, Social and Philosophical Foundations of Education Commons