Title

Examining Self-Determination in a Service Learning Course

Abstract

This article examines students' perceptions of the learning environment in a service learning research course and increases in student motivation and skill development. According to self-determination theory (Deci & Ryan, 1985), positive learning environments increase levels of student motivation and learning outcomes. Survey responses revealed that students perceived the learning environment as positive and that their level of motivation, including intrinsic motivation, increased over the semester. Students also self-reported significant gains in knowledge and skills. Service learning appears to be an autonomy-supportive teaching tool that can enhance classroom environment and student engagement.

Department(s)

Psychology

Document Type

Article

DOI

https://doi.org/10.1080/00986280903175707

Publication Date

1-1-2009

Journal Title

Teaching of Psychology

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