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How Students' Motivation and Learning Experience Affect Their Service-Learning Outcomes: A Structural Equation
Kenneth W K Lo1, Grace Ngai1,2, Stephen C F Chan1
1Service-Learning and Leadership Office, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, China.
Frontiers in Psychology
|May 6, 2022
Summary
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.
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.
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