'I can succeed at this': engagement in service learning in schools enhances university students' self-efficacy. Issue 12 (2nd December 2022)

• Record Type: Journal Article
• Authors: Gutzweiler, Raphael; Pfeiffer, Simone; In-Albon, Tina
• Is Part Of: Studies in higher education. Volume 47:Issue 12(2022)
• Page Start: 2539
• Page End: 2552
• Publication Date: 2022-12-02
• Subjects: Service learning -- self-efficacy -- university students -- feedback -- teaching self-efficacy; Education, Higher -- Periodicals; 378.005
• DOI: 10.1080/03075079.2022.2091126
• Languages: English
• ISSNs: 0307-5079

Abstract

ABSTRACT: Engaging in service learning has been linked to multiple positive outcomes in students, such as an increase in self-efficacy. Effects have been found on both general and domain-specific self-efficacy. Research on service learning has indicated that feedback and gender had an impact on the increase in self-efficacy, though findings are mixed. The present study aimed to determine how service learning experiences at a university can be optimally designed to boost college students' self-efficacy, while examining the effects of feedback and gender on general and teaching self-efficacy. Over 2 years, 267 bachelor's students in psychology ( M age = 23.08 years, SD = 3.61; 80.5% female) conducted modularized prevention programs in the context of mental health at primary and secondary schools. Students rated their general and teaching self-efficacy before (T1), during (T2), and after (T3) conducting the program. The results indicate a positive effect of engaging in service learning on students' general ( d = 0.30) and teaching ( d = 0.68) self-efficacy from T1 to T3 with significant increases only in female students, and after receiving feedback. Engaging in service learning reduced gender-specific differences in self-efficacy. Feedback increased general and teaching self-efficacy. Female students seemed to benefit more than male students.