Lo KWK, Ngai G, Chan SCF, Kwan KP. How Students' Motivation and Learning Experience Affect Their Service-Learning Outcomes: A Structural Equation Modeling Analysis.
Front Psychol 2022;
13:825902. [PMID:
35519642 PMCID:
PMC9062174 DOI:
10.3389/fpsyg.2022.825902]
[Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2021] [Accepted: 03/08/2022] [Indexed: 11/13/2022] Open
Abstract
Guided by the expectancy-value theory of motivation in learning, we explored the causal relationship between students' learning experiences, motivation, and cognitive learning outcome in academic service-learning. Based on a sample of 2,056 college students from a university in Hong Kong, the findings affirm that learning experiences and motivation are key factors determining cognitive learning outcome, affording a better understanding of student learning behavior and the impact in service-learning. This research provides an insight into the impact of motivation and learning experiences on students' cognitive learning outcome while engaging in academic service-learning. This not only can discover the intermediate factors of the learning process but also provides insights to educators on how to enhance their teaching pedagogy.
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