Undergraduate Honors Service-Learning & Effects on Locus of Control
Research examining service-learning in honors undergraduate education is scarce, and there have been no empirical studies that examine the effect of service-learning participation on honors undergraduates’ locus of control. The current study aimed to determine whether 119 first-year undergraduate honors students experienced significant changes in their internal and external locus of control after completing required service-learning projects in Title 1 elementary schools. Paired-samples t-tests showed that participants’ locus of control was significantly changed overtime on two of the three dependent variables (i.e., internal, powerful others).
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