Analyzing Service-learning Experiences in an Educational Psychology Course Using a Self-determination Theoretical Framework

• In Event: Research on teaching and learning in educational psychology: The role of motivation

Abstract

The present study synthesized the research into effective service-learning and self-determination theory to investigate the effects of participating in a service-learning experience as part of an undergraduate educational psychology course. Each elementary education major participated in 25 hours of service-learning at a local elementary school and completed a guided, reflective service-learning journal. 151 guided, reflective service-learning journals from the last seven semesters were analyzed using ATLAS.ti. A qualitative analysis of the data indicated that these participants’ service-learning journals evidenced the themes of autonomy, competence, and relatedness and thus, yielded support for a self-determination theoretical perspective. Further, the results of the present study provided support for the motivational benefits of participating in a service-learning experience in an educational psychology course.

Authors

• Jill D. Salisbury-Glennon, Auburn University

• Paris S. Strom, Auburn University

• Amber Johnson, Auburn University

• Kendrick Wallace, Auburn University