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How Students' Motivation and Learning Experience Affect Their Service-Learning Outcomes: A Structural Equation

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Summary
This summary is machine-generated.

Student learning experiences and motivation significantly impact cognitive learning outcomes in academic service-learning. Understanding these factors enhances teaching strategies and student engagement in service-learning programs.

Keywords:
SEMlearning experiencelearning outcomemotivationservice-learning

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Area of Science:

  • Educational Psychology
  • Learning Sciences

Background:

  • Academic service-learning combines coursework with community service.
  • Student motivation and learning experiences are crucial for academic success.
  • The expectancy-value theory provides a framework for understanding motivation.

Purpose of the Study:

  • To investigate the causal relationship between students' learning experiences, motivation, and cognitive learning outcomes.
  • To apply the expectancy-value theory to academic service-learning contexts.
  • To identify key factors influencing cognitive learning in service-learning.

Main Methods:

  • Quantitative analysis of data from 2,056 college students.
  • Utilizing the expectancy-value theory of motivation.
  • Examining the impact of learning experiences and motivation on cognitive learning outcomes.

Main Results:

  • Student learning experiences and motivation were confirmed as significant predictors of cognitive learning outcomes.
  • A causal relationship was established between these factors in academic service-learning.
  • The findings support the applicability of the expectancy-value theory in this educational setting.

Conclusions:

  • Learning experiences and motivation are critical determinants of cognitive learning in academic service-learning.
  • Educators can leverage these insights to improve teaching pedagogy and enhance student learning.
  • This research offers a deeper understanding of student behavior and outcomes in service-learning.