Lo Kenneth W K, Ngai Grace, Chan Stephen C F, Kwan Kam-Por
Service-Learning and Leadership Office, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, China.
Department of Computing, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, China.
Front Psychol. 2022 Apr 18;13:825902. doi: 10.3389/fpsyg.2022.825902. eCollection 2022.
Guided by the expectancy-value theory of motivation in learning, we explored the causal relationship between students' learning experiences, motivation, and cognitive learning outcome in academic service-learning. Based on a sample of 2,056 college students from a university in Hong Kong, the findings affirm that learning experiences and motivation are key factors determining cognitive learning outcome, affording a better understanding of student learning behavior and the impact in service-learning. This research provides an insight into the impact of motivation and learning experiences on students' cognitive learning outcome while engaging in academic service-learning. This not only can discover the intermediate factors of the learning process but also provides insights to educators on how to enhance their teaching pedagogy.
在学习动机的期望 - 价值理论指导下，我们探讨了学术服务学习中，学生的学习经历、动机与认知学习成果之间的因果关系。基于香港一所大学的2056名大学生样本，研究结果证实，学习经历和动机是决定认知学习成果的关键因素，有助于更好地理解学生的学习行为及其在服务学习中的影响。本研究深入探讨了动机和学习经历对学生参与学术服务学习时认知学习成果的影响。这不仅能够发现学习过程中的中介因素，还能为教育工作者提供有关如何改进教学方法的见解。
