How Students’ Motivation and Learning Experience Affect Their Service-Learning Outcomes: A Structural Equation Modeling Analysis

Kenneth W.K. Lo, Grace Ngai, Stephen C.F. Chan, Kam Por Kwan

Research output: Journal article publicationJournal articleAcademic researchpeer-review

1 Citation (Scopus)

Abstract

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.

Original languageEnglish
Article number825902
Pages (from-to)1-12
JournalFrontiers in Psychology
Volume13
DOIs
Publication statusPublished - 18 Apr 2022

Keywords

  • learning experience
  • learning outcome
  • motivation
  • SEM
  • service-learning

ASJC Scopus subject areas

  • Psychology(all)

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