Abstract
This article presents findings from a pre-lpost-comparative study of the levels of community service self-efficacy of academically-talented adolescents enrolled in a summer academic camp. Students required to complete community service activities as part of their social science-based community service-learning class are compared to students in humanities and science courses, which did not include a civic education component. Findings revealed significant overtime changes in community service self-efficacy scores for students who participated in the service-learning program as compared to those who did not complete a service-learning experience.
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