The Influence of Self-Efficacy and Self-Regulated Motivation in Service-Learning Course

Background/Purpose: Service-learning programs have become increasingly prominent in physical education teacher education programs . Service-learning can lead to a host of positive academic and interpersonal outcomes, including enhanced civic engagement. In this study, civic engagement was defined as community engagement, cultural competence, and ethical leadership  . However, additional research is required to understand the elements of effective service-learning programs that foster civic engagement. Using self-determination theory, this study examined self-efficacy and self-regulated motivation as predictors of civic engagement in service-learning courses. 

Method: Participants included 242 (122 female, 120 male) undergraduate students participating in one of 28 disciplinarily diverse service-learning courses at a large, research-intensive university. The average student was 22.50 years old (SD=5.25). Most of the participants were Caucasian (N=148; 61.20%) and 72.31% of the sample (N=175) were upperclass students (juniors and seniors). Participants completed an online survey at the end of the semester to measure self-efficacy for community engagement (Community Service Self-Efficacy Scale; Reeb et al., 1998); self-regulated motivation (Situational Motivation Scale; Guay & Vallerand, 1997); and the community engagement, cultural competence, and ethical leadership dimensions of civic engagement (Public Affairs Scale – Short Survey; Levesque-Bristol & Richards, In Press). 

Analysis/Results: Structural equation modeling was used to examine the relationships among the variables. Using self-determination theory, it was hypothesized that self-efficacy would predict community engagement, cultural competence, and ethical leadership directly, and indirectly through self-regulated motivation. Goodness of model fit was evaluated using χ², NNFI, IFI, SRMR, and RMSEA. For model fit to be good, the ratio of χ² to df should be ≤ 3, NNFI and IFI should be > .95, and SRMR and RMSEA should be < .08. The test of model fit indicated that the hypothesized model was a good fit to the data, χ²(220)=539.62, p<.001; IFI=.98; NNFI=.97; SRMR=.05; RMSEA=.07. All factor loadings in the measurement model and pathways in the structural model were significant at p< .05.

Conclusions: Results support the hypothesis that self-efficacy and self-regulated motivation are predictors of civic engagement. Self-efficacy predicted community engagement, cultural competence, and ethical leadership directly, and indirectly through self-regulated motivation. Thus, it is not simply the use of service-learning that leads to positive outcomes, but also the way in which service-learning is integrated into the classroom. When service-learning fails to foster student-centered learning environments, civic engagement may be limited. Physical education teacher education faculty who utilize service-learning should foster positive course environments that support self-efficacy and self-regulated motivation.