Student+motivation+in+academic

**Student motivation in academic service-learning** Alexa Darby, Associate Professor, Department of Psychology, Elon University adarby@elon.edu] Jenna Chenault, Student, Elon University jchenault3@elon.edu] Buffie Longmire-Avital, Assistant Professor, Department of Psychology, Elon University bavital@elon.edu] Mary Knight-McKenna, Associate Professor, School of Education, Elon University mmckenna2@elon.edu]



**Keywords:** Increase student motivation, community partners, relationships

**Track:** Student development and learning

**Format:** Poster presentation


 * Date & time: **Thursday 9:00


 * Location: **Salon 4 / Salon 9

**Summary:** While much literature exists on the benefits of academic service-learning, little research has addressed the crucial problem of burnout or investigated ways to maintain or increase commitment to AS-L over time. The purpose of this study is to identify the factors that increase and decrease student motivation in academic service-learning (AS-L). Key questions that will guide this research agenda include: (1) What factors motivate students to enroll in AS-L courses? (2) What factors increase and decrease student motivation in AS-L courses? (3) At what point(s) in the semester does student motivation decrease and what are the potential causes?

Questionnaires were administered to 163 undergraduate students enrolled in courses with an AS-L designation. Analysis revealed that students understand the value of AS-L and recommend AS-L courses to other students despite their challenges. Student motivation increased when students formed relationships with their community partners and decreased when positive relationships did not develop.

Further analysis will explore whether motivation decreases or increases at different points in the semester. The value of our research therefore resides both in recognizing the challenges students face in AS-L courses and in its potential to address these difficulties by offering students more support during their AS-L courses. Implications and future research will be discussed.

**References:** Boeije, H.B. (2010). //Analysis in qualitative research//. Thousand Oaks, CA: SAGE.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Brody, S. M. and Wright, S. C. (2004). Expanding the self through service-learning. //Michigan Journal// //of Community Service Learning, 11//(1), 14-24.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Duffy, R.D., & Raque-Bogdan, T.L. (2010). The motivation to serve others: Exploring relations to career development. //Journal of Career Assessment, 18//(3), 250-265.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Eyler, J., & Giles, D. (1999). //Where's the learning in service-learning?// San Francisco: Jossey-Bass.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Hardy, M., & Schaen, E. (2000). Integrating the classroom and community service: Everyone benefits. //Teaching Psychology, 27//(1), 47-49.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Rosing, H., Reed, D., Ferrari, J.R., & Bothne, N.J. (2010). Understanding student complaints in service-learning pedagogy. //American Journal of Community Psychology, 46//, 472-481.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Simons, L., & Clearly, B. (2006). The influence of service learning on students' personal and social development. //College Teaching, 54//(4), 307-319.

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