Students’ Emotional Experiences in Direct Versus Indirect Academic Service-Learning Courses

Alexa Darby

Abstract


Research in psychology has emphasized the important role emotions play in learning (Pekrun, 1992). The purpose of the study highlighted in this article was to compare the emotional experiences of college students enrolled in direct academic service-learning (AS-L) courses with those of students enrolled in indirect AS-L courses. Eighteen college students participated in individual interviews, discussing positive and negative emotions resulting from their AS-L experiences. Students who engaged in direct AS-L reported significant emotional responses to interactions with people at their AS-L site. Students who engaged in indirect AS-L courses emphasized their emotional responses to working with peers and community partners. Participants in direct service-learning classes made very few references to the emotional aspects of discussions, assignments, or other activities that occurred in class, while college students in indirect service-learning classes more frequently reported emotional responses to the coursework.


Keywords


service-learning, college students, emotions

Full Text:

PDF

References


Astin, A. W., Vogelgesang, L. J., Ikeda, E. K., & Yee, J. A. (2000). How service learning affects students. Los Angeles, CA: Higher Education Research Institute. Retrieved from http://epic.cuir.uwm.edu/ISL/pdfs/asthow.pdf

Boeije, H. (2010). Analysis in qualitative research (1st ed.). Wiltshire, England: Sage Publications.

Connor-Linton, J. (1995). An indirect model of service-learning: Integrating research, teaching, and community service. Michigan Journal of Community Service Learning, 2, 105-111.

Eyler, J., Giles, D. E., & Braxton, J. (1997). The impact of service-learning on college students. Michigan Journal of Community Service Learning, 4(1), 5-15. Retrieved from http://hdl.handle.net/2027/spo.3239521.0004.101

Felten, P., Gilchrist, L. Z., & Darby, A. (2006). Emotion and learning: Feeling our way toward a new theory of reflection in service-learning. Michigan Journal of Community Service Learning, 12, 38-46.

Goetz, T., Frenzel, A. C., Pekrun, R., Hall, N. C., & Lüdtke, O. (2007). Between- and within-domain relations of students’ academic emotions. Journal of Educational Psychology, 99(4), 715-733. doi:10.1037/0022-0663.99.4.715

Kaye, C. B. (2004). The complete guide to service learning: Proven, practical ways to engage students in civic responsibility, academic curriculum, & social action. Minneapolis, MN: Free Spirit Publishing Inc.

Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington DC: Association of American Colleges and Universities.

Noyes, E., Darby, A., & Leupold, C. (Under review). Student emotions in academic service-learning.

Pekrun, R. (1992). The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators. Applied Psychology: An International Review, 41(4), 359-376.

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341. doi:10.007/s10648-006-9029-9

Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36-48.

Warren, J. L. (2012). Does service-learning increase student learning? A meta-analysis. Michigan Journal of Community Service, 18, 56-61.


Refbacks

  • There are currently no refbacks.