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• W773881613 abstract "College success is not solely contingent on students' academic background or academic self-concept and achievement expectancies (Gordon, 1989; House, 1993; Vollmer, 1986). Students' instructional activities and out-of-class experiences also impact performance and persistence (Astin, 1993; House & Wohlt, 1990, 1991; Milem & Berger, 1997). For undergraduates enrolled in honors programs, most of whom are linked to faculty in small seminars, engaged in research, and more involved in cocurricular and volunteer activities than non-honors peers, numerous impacts seem possible. Due to its potential contribution to their character development (Kuh & Umbach, 2004; Sax, 2004), Long and Lange (2002) commented that the college honors students' engagement is an especially noteworthy area for further study. Students involved in their communities during college are more likely to continue their engagement after graduation (Balsano, 2005; Sax, 2004), potentially serving as influential models to other undergraduates.Service-learning is a popular pedagogy of engagement wherein students address a genuine community need by engaging in volunteer service connected explicitly to the academic curriculum of their class through ongoing, structured reflections (Eyler, 2002). UnfortuPlease nately, we remain unclear about the role service-learning participation plays in stu- dents' sense of self-efficacy, a strong predictor of an individual's choice of, effort toward, and persistence in tasks/activities (Bandura, 2000; Schunk, 2001; Schunk & Pajares, 2004). More specifically, previous studies on undergraduate honors students, service-learning, and efficacy found contrasting outcomes (e.g., Stewart, 2008). Recommendations from these studies include looking specifically at individual char- acteristics, such as gender, as a mediating vari- able in outcomes and parallel advice from research studies on engagement practices other than service-learning (Keeter, Zukin, Ando- lina, & Jenkins, 2002; Lopez et al., 2006).Understanding changes in students' sense of self-efficacy after service-learning could be useful for improving and replicating these experiences across both honors and general undergraduate student populations (Rinn & Plucker, 2004). Individuals with a strong sense of self-efficacy would arguably be more will- ing to engage in similar community-based ser- vice opportunities in the future if/when they feel that their time and energy are well spent on such service-based activities. Further, ser- vice-learning as a positive pedagogical experi- ence has the potential to affect students' college success.Guided by previous research on the poten- tial positive impacts of instructional strategies and out-of-class experiences for honors stu- dents, this study explores students' general sense of self-efficacy related to service-learn- ing. Framed by the authors' interest in deter- mining what factors can increase honors students' confidence in their ability to accom- plish and perform the myriad diverse tasks in and out of college, the current study examines how 119 first-year honors students' sense of general self-efficacy was affected by manda- tory participation in service-learning across the independent variable of gender. This study focused on students' participation in service- learning over the course of one university semester, or approximately 16 weeks.REVIEW OF RELEVANT LITERATUREPerceived General Self-EfficacySelf-efficacy refers to an individual's beliefs about his/her capabilities to learn, orga- nize, implement, and perform actions or behaviors at designated levels (Bandura, 1977a, 1977b, 1982b, 1986, 1993, 1997). Information about self-efficacy expectations is derived from four sources. First, a powerful source of information about efficacy is previ- ous performance, or mastery of experiences (Bandura, 1997). Individuals with low self- efficacy may avoid attempting future tasks that are similar to those at which they previously failed or performed under their initial assumed capabilities. …" @default.
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• W773881613 date "2014-04-01" @default.
• W773881613 modified "2023-09-23" @default.
• W773881613 title "GENDER AND SERVICE-LEARNING: Effects on the Perceived General Self-Efficacy of Honors Undergraduates" @default.
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