Dataset Information

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.

Project description:BackgroundStress is an important predictor of mental health problems such as burnout and depression. Acute stress is considered adaptive, whereas chronic stress is viewed as detrimental to well-being. To aid in the early detection of chronic stress, machine learning models are increasingly trained to learn the quantitative relation from digital footprints to self-reported stress. Prior studies have investigated general principles in population-wide studies, but the extent to which the findings apply to individuals is understudied.ObjectiveWe aimed to explore to what extent machine learning models can leverage features of smartphone app use log data to recognize momentary subjective stress in individuals, which of these features are most important for predicting stress and represent potential digital markers of stress, the nature of the relations between these digital markers and stress, and the degree to which these relations differ across people.MethodsStudent participants (N=224) self-reported momentary subjective stress 5 times per day up to 60 days in total (44,381 observations); in parallel, dedicated smartphone software continuously logged their smartphone app use. We extracted features from the log data (eg, time spent on app categories such as messenger apps and proxies for sleep duration and onset) and trained machine learning models to predict momentary subjective stress from these features using 2 approaches: modeling general relations at the group level (nomothetic approach) and modeling relations for each person separately (idiographic approach). To identify potential digital markers of momentary subjective stress, we applied explainable artificial intelligence methodology (ie, Shapley additive explanations). We evaluated model accuracy on a person-to-person basis in out-of-sample observations.ResultsWe identified prolonged use of messenger and social network site apps and proxies for sleep duration and onset as the most important features across modeling approaches (nomothetic vs idiographic). The relations of these digital markers with momentary subjective stress differed from person to person, as did model accuracy. Sleep proxies, messenger, and social network use were heterogeneously related to stress (ie, negative in some and positive or zero in others). Model predictions correlated positively and statistically significantly with self-reported stress in most individuals (median person-specific correlation=0.15-0.19 for nomothetic models and median person-specific correlation=0.00-0.09 for idiographic models).ConclusionsOur findings indicate that smartphone log data can be used for identifying digital markers of stress and also show that the relation between specific digital markers and stress differs from person to person. These findings warrant follow-up studies in other populations (eg, professionals and clinical populations) and pave the way for similar research using physiological measures of stress.

Project description:ObjectiveTo explore how college students' academic engagement has changed in the outbreak of coronavirus disease 2019 (COVID-19) (hereinafter referred to as "in the outbreak"), this research will encompass more than just looking into the relationship among anxiety, benefit finding (BF) and academic engagement, but also involve evaluating how anxiety moderates the positive impact of BF on academic engagement.MethodAmong college students, this study comprised an online-based cross-sectional survey in cities where COVID-19 broke out. Convenience sampling method was used. The survey took place between November 10 and November 19, 2021, during which all the cities surveyed were in the outbreak. With language revision, scales include Student Version of the Utrecht Work Engagement Scale (UWES-S), recompiled Benefit Finding Scale (BFS) and 7-item Generalized Anxiety Disorder Scale (GAD-7), as methods for gauging the academic engagement, BF and anxiety experienced by college students, respectively.ResultsAcademic engagement in the outbreak is higher than that before the outbreak stage of COVID-19 (hereinafter referred to as "before the outbreak") (Z = -18.201, P < 0.001). Between anxiety and BF, a negative correlation can be observed in the outbreak (P = 0.001), whereas BF and anxiety have an adverse correlation with academic engagement (P < 0.001). The positive effect of BF on academic engagement will be debilitated by anxiety. Further analysis shows that college students who are close to medium-and high-risk areas, worried about the infection, unvaccinated and concerned about the epidemic, are more likely to be anxious (P < 0.001). Those with confidence in government's ability to prevent and control the epidemic, as well as increased trust in medical workers, have a higher BF (P < 0.001).ConclusionsWhile COVID-19 could still exert adverse effects on psychology of college students, but it can also stimulate college students to perceive the meaning of life. In the outbreak, an increase in academic engagement seems to be a manifestation of growth in adversity. Compared with short-term negative emotional intervention, life meaning and gratitude in education may stimulate their potential ability for a longer time.

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.

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