Li Yulan, Guo Fangfang, Yao Meilin, Wang Cong, Yan Wenfan
School of Psychology, Beijing Normal University Beijing, China.
Beijing Information Science and Technology University Beijing, China.
Front Psychol. 2016 Jun 23;7:954. doi: 10.3389/fpsyg.2016.00954. eCollection 2016.
Most service-learning studies in higher education focused on its effects on students' development. The dynamic processes and mechanisms of students' development during service-learning, however, have not been explored thoroughly. Student engagement in service-learning may affect service-learning outcomes and be affected by subjective task value at the same time. The present study aimed to explore the effect of subjective task value on Chinese college student engagement during service-learning. Fifty-four Chinese college students participated in a 9-weeks service-learning program of interacting with children with special needs. Students' engagement and subjective task value were assessed via self-report questionnaires and 433 weekly reflective journals. The results indicated that the cognitive, emotional and behavioral engagement of Chinese college students demonstrated different developmental trends during service-learning process. Subjective task value played an essential role in student engagement in service-learning activities. However, the role of subjective task value varied with different stages. Finally, the implications for implementing service-learning in Chinese education were discussed.
高等教育中大多数服务学习研究都聚焦于其对学生发展的影响。然而，服务学习过程中学生发展的动态过程和机制尚未得到充分探索。学生参与服务学习可能会影响服务学习成果，同时也会受到主观任务价值的影响。本研究旨在探讨主观任务价值对中国大学生服务学习参与度的影响。54名中国大学生参加了为期9周的与特殊需求儿童互动的服务学习项目。通过自我报告问卷和433篇每周反思日志对学生的参与度和主观任务价值进行了评估。结果表明，中国大学生的认知、情感和行为参与度在服务学习过程中呈现出不同的发展趋势。主观任务价值在学生参与服务学习活动中起着至关重要的作用。然而，主观任务价值的作用在不同阶段有所不同。最后，讨论了在中国教育中实施服务学习的意义。
