Optimizing Service-Learning for Self-Efficacy and Learner Empowerment

Abstract

Abstract Optimizing Service-Learning for Self-Efficacy and Learner Empowerment Joanna Gonsalves Salem State University Eric Y. Metchik Salem State University Cynthia Lynch Salem State University Charlotte N. Belezos Roxbury Community College Paula Richards North Essex Community College A framework widely used in the field of industrial-organizational psychology, the Job Characteristics Model (JCM) (Hackman & Oldham, 1976), was applied in the current study to measure the quality of students’ service-learning experiences as they relate to student outcomes. It was hypothesized that service-learning projects with higher motivating potential, in terms of characteristics underlying job satisfaction according to the JCM, would lead to greater increases in learner motivation and general self-efficacy. Study participants were 228 students engaged in service-learning courses at five community colleges and one state university in the Northeastern United States. The results showed that changes in students’ self-efficacy scores were moderated by the motivating potential of service-learning courses. Furthermore, learner empowerment appeared to be a partial mediator of this relationship. The study provides support for the application of the JCM in designing service-learning experiences to strengthen students’ course motivation and self-efficacy.