Abstract
The need for formalized citizenship education is imperative, despite civic engagement opportunities and Leadership Studies courses developing vibrantly in academia. American collegiate youth are disinterested in volunteering, lacking volition, skills, and resources needed to maintain a steady enrollment in a service program (Kahne & Sporte, 2008; Kidd & Harrison, 2006). Democratic conditions on college campuses are deteriorating, while “ideological divisiveness” becomes evident (Hinchey, 2010, p. 26). How is motivational orientation of successful volunteer undergraduates studied? Which elements of motivation inside and outside the classroom make students flourish?
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