Building Student Self-Efficacy and Mastery of Skills through Service Learning Partnerships

Authors

  • C. Hilarski SUNY Buffalo State

Keywords:

Higher Education, Service Learning

Abstract

Undergraduate students (N = 40) responded positively to a semantic differential scale after experiencing a "direct practice" service learning group work course. Qualitative data documented students perceptions of increased skill levels relating to selfefficacy- understood as positively influencing mastery of skills and performance outcomes-a pedagogical model to consider for competency based curriculums.

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Published

2013-01-01

Issue

Vol. 24 No. 1 (2013): Working Together Works: Partnering for Progress (2012 CUMU Annual Conference Issue, Chattanooga, TN)

Section

Articles