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The Role of Subjective Task Value in Service-Learning Engagement among Chinese College Students.

ABSTRACT: Most service-learning studies in higher education focused on its effects on students' development. The dynamic processes and mechanisms of students' development during service-learning, however, have not been explored thoroughly. Student engagement in service-learning may affect service-learning outcomes and be affected by subjective task value at the same time. The present study aimed to explore the effect of subjective task value on Chinese college student engagement during service-learning. Fifty-four Chinese college students participated in a 9-weeks service-learning program of interacting with children with special needs. Students' engagement and subjective task value were assessed via self-report questionnaires and 433 weekly reflective journals. The results indicated that the cognitive, emotional and behavioral engagement of Chinese college students demonstrated different developmental trends during service-learning process. Subjective task value played an essential role in student engagement in service-learning activities. However, the role of subjective task value varied with different stages. Finally, the implications for implementing service-learning in Chinese education were discussed.

SUBMITTER: Li Y

PROVIDER: S-EPMC4917539 | biostudies-literature | 2016

REPOSITORIES: biostudies-literature

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The Role of Subjective Task Value in Service-Learning Engagement among Chinese College Students.

Li Yulan Y Guo Fangfang F Yao Meilin M Wang Cong C Yan Wenfan W

Frontiers in psychology 20160623

Most service-learning studies in higher education focused on its effects on students' development. The dynamic processes and mechanisms of students' development during service-learning, however, have not been explored thoroughly. Student engagement in service-learning may affect service-learning outcomes and be affected by subjective task value at the same time. The present study aimed to explore the effect of subjective task value on Chinese college student engagement during service-learning. F ...[more]

PMID: 27445919

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Project description:This study explored the reflections of college students at different stages of their service provided to preschoolers and proposed recommendations on service-learning curricula according to the research findings. Thirty-six college juniors enrolled in an academic service-learning course were asked to complete a service-learning project, to undertake service activities in the form of eight storytelling sessions at preschools. This storytelling plan was 1.5-hour-long each, twice per month, for 16-weeks. Qualitative case study approach was employed in this study. Data consisted of documentation of the participants' reflections, focus group interviews, and research logs. The thematic analysis was employed to analyze data and data were analyzed using the constant comparative technique. The study revealed that the contents of participants' reflections took on a qualitative change as their service experience accumulated. Before their service experience, their reflections focused on personal expectations. This shifted professional learning and personal growth during the service experience. After their service experiences, their reflections were extended to include social concern. Also, the participants were inspired to actively acquire professional knowledge from their service experiences. Various reflection activities triggered different levels and functions of reflection by the participants. Writing activities caused the participants to focus on personal reflection, providing the opportunity for them to examine and adjust their ideas; group discussion activities allowed the participants to focus on group dialogue, with which they achieved learning and gained identity. Finally, students experienced emotional highs and lows during their experience of service, describing tension and fear initially, then joy or disquietude subsequently. Recommendations based on the research results were provided to facilitate planning of the service-learning curriculum by college educators.

Dataset Information

The Role of Subjective Task Value in Service-Learning Engagement among Chinese College Students.

Publications

The Role of Subjective Task Value in Service-Learning Engagement among Chinese College Students.

Similar Datasets

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