The Effects of Participating in a Service-Learning Experience on the Development of Self-Efficacy for Self-Regulated Learning of Third Graders in an Urban Elementary School in Southeastern United States
Date of Award
Doctor of Philosophy (PhD)
Curriculum and Instruction
Weatherford, Carol G.
Eckhoff , Angela
Green , Robert
Weatherford , David E.
The teacher-researcher employed multiple methods in this action research to analyze the effects of service-learning on the self-efficacy for self-regulated learning of her third-grade music students as they participated in an intergenerational project--sharing music and writing with residents in a local nursing home.
Quantitative data were analyzed using independent samples t-tests and regression analyses. The quantitative data included the results from the Children's Self-Efficacy Scale (Bandura, 2006) and progress rating scales administered by the teacher-researcher. Emergent coding of qualitative data revealed recurring themes derived from the following sources: observation and field notes, students' reflective journals, student and teacher interviews, classroom artifacts, and informal discussions with the homeroom teacher. Qualitative results supported the findings of the quantitative analyses.
The analyses revealed that the students who participated in a service-learning experience improved their self-efficacy ratings for self-regulated learning significantly more than the students who did not participate in service-learning during the three-month project.
Arrington, Nancy, "The Effects of Participating in a Service-Learning Experience on the Development of Self-Efficacy for Self-Regulated Learning of Third Graders in an Urban Elementary School in Southeastern United States" (2010). All Dissertations. 541.