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There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.

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Tolman introduced the idea that behavior is influenced by...

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Related Experiment Video

Updated: Nov 23, 2025

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Service-Learning and Chinese College Students' Knowledge Transfer Development.

Cong Wang¹, Wenfan Yan², Fangfang Guo³

¹Faculty of Psychology, Beijing Normal University, Beijing, China.

Frontiers in Psychology

|December 31, 2020

Summary

Service learning (SL) enhances students' knowledge transfer, but it doesn't increase linearly. Student development varied, influenced by goals and supervisor behaviors, revealing key SL mechanisms.

Keywords:

higher education knowledge transfer mastery goal orientation psychological control service-learning

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Last Updated: Nov 23, 2025

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Published on: December 9, 2022

Area of Science:

Experiential Education
Higher Education Pedagogy
Student Development

Background:

Service learning (SL) is an experiential education approach enabling students to apply classroom knowledge in real-world community service.
Understanding the dynamic evolution of students' knowledge transfer during SL is crucial for optimizing its educational benefits.

Purpose of the Study:

To investigate the developmental trajectory of students' perceived knowledge transfer throughout a 9-week service learning program.
To identify individual variations in knowledge transfer development during service learning.
To explore the relationship between knowledge transfer development and psychological factors, including goal orientation and supervisor behaviors.

Main Methods:

Longitudinal survey data were collected from 96 Chinese college students participating in a 9-week service learning program.
Analysis focused on tracking changes in perceived knowledge transfer over time and its correlation with student characteristics and experiences.

Main Results:

Students' perceived knowledge transfer did not exhibit a linear increase; a slight decline was observed mid-program, despite significant gains by the end.
Individual patterns of knowledge transfer development varied considerably among students.
Mastery goal orientation and perceptions of psychologically controlling supervisor behaviors were associated with students' knowledge transfer development.

Conclusions:

Service learning facilitates knowledge transfer, but its development is a dynamic, non-linear process.
Individual differences and psychological factors, such as goal orientation and supervisor support, significantly influence the effectiveness of service learning for knowledge transfer.
This study provides insights into the mechanisms driving service learning outcomes, informing pedagogical practices to maximize student benefits.