A Comparison of Intergenerational Service-Learning and Traditional Pedagogy among Undergraduate Psychology Students

Autor/inn/en	Zucchero, Renee' A.; Gibson, Jennifer E.
Titel	A Comparison of Intergenerational Service-Learning and Traditional Pedagogy among Undergraduate Psychology Students
Quelle	In: Psychology Learning and Teaching, 18 (2019) 2, S.179-196 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-7257
DOI	10.1177/1475725718823970
Schlagwörter	Intergenerational Programs; Service Learning; Psychology; Undergraduate Students; Conventional Instruction; Outcomes of Education; Self Efficacy; Interpersonal Competence; Citizenship + Suchen Sie Ihr Suchwort? Service-Learning; Psychologie; Lernleistung; Schulerfolg; Self-efficacy; Selbstwirksamkeit; Interpersonale Kompetenz; Staatsbürgerschaft
Abstract	This study examined student outcomes of participating in a semester-long, intergenerational service-learning course compared to a traditional pedagogy course. At the beginning and end of the semester, students (N = 161) voluntarily completed a series of measures assessing six outcomes across four domains: personal, social, citizenship, and academic. Results from mixed analysis of variance and multivariate analysis of variance tests suggest service-learning students only outperformed the traditional pedagogy group on self-efficacy for community service (i.e., a personal outcome). Service-learning students maintained a high level of self-efficacy across the semester, while the self-efficacy of those in traditional pedagogy courses declined. There were no significant group differences over time in social, citizenship, or academic outcomes. These results suggest more tempered support for service-learning than many previous studies. Factors potentially affecting the results include the service-learning dosage, broader educational context, and methodological rigor. Future studies may further illuminate possible effects of the educational context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01