This article presents findings from a pre-lpost-comparative study of the levels of community service self-efficacy of academically-talented adolescents enrolled in a summer academic camp. Students required to complete community service activities as part of their social science-based community service-learning class are compared to students in humanities and science courses, which did not include a civic education component. Findings revealed significant overtime changes in community service self-efficacy scores for students who participated in the service-learning program as compared to those who did not complete a service-learning experience.
Get full access to this article
View all access options for this article.
References
1.
BaiH.PanW. (2008). Resampling methods revisited: Advancing the understanding and applications in educational research. International Journal of Research & Method in Education. 31(1), 45–62.
2.
BanduraA. (1977a). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
3.
BanduraA. (1977b). Social learning theory. Englewood Cliffs, NJ:Prentice-Hall
4.
BanduraA. (1977c). Self-efficacy: The exercise of control. New York:W.H. Freeman.
5.
BanduraA. (1982a). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147.
6.
BanduraA. (1982b). The assessment and predictive generality of self-percepts of efficacy. Journal of Behavior Therapy and Experimental Psychiatry, 13(3), 195–199
7.
BanduraA. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ:Prentice Hall.
8.
BanduraA. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148.
9.
BanduraA. (1997). Self-efficacy: The exercise of control. New York:Freeman
10.
BanduraA. (2000). Self-efficacy: The foundation of agency. In PerrigW. J.GrobA. (Eds.), Control of human behaviour, mental processes and consciousness (pp. 17–33) Mahwak, NJ:Erlbaum
11.
BanduraA.CervoneD. (1983). Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems. Journal of Personality and Social Psychology, 45(5), 1017–1028.
12.
BanduraA.CervoneD. (1986). Differential engagement of self-reactive influences in cognitive motivation. Organizational Behavior and Human Decision Processes, 38(1), 92–113.
13.
BernackiM. L.JaegerE. (2008). Exploring the impact of service-learning on moral development and moral orientation. Michigan Journal of Community Service-learning, 14(2), 5–15.
14.
BernalE. (2003). To no longer educate the gifted: Programming for gifted students. Beyond the era of inclusionism. Gifted Child Quarterly, 47(3), 183–191.
15.
BilligS. H. (2000, May). Research on K-12 school-based service-learning: The evidence builds. Phi Delta Kappan, 81(9), 658–664.
16.
BilligS.RootS.JesseD. (2005). The relationship between the quality indicators of service-learning and student outcomes: Testing professional wisdom. In SusanR.JaneC.ShelleyB. (Eds.), Improving service-learning practice: Research on models to enhance impacts (pp. pp. 97–115). Greenwich, CT:Information Age Publishing.
17.
ClineS.SchwartzD. (1998). Diverse populations of gifted children. Upper Saddle River, NJ:Merrill.
18.
CrosmanM. D. (1989). Effects of required community service on the development of self esteem, personal and social responsibility of high school students in a Friends School. Doctoral dissertation, Lancaster Theological Seminary.
19.
DelisleJ.GalbraithJ. (2002). When gifted kids don't have all the answers: how to meet their social and emotional needs. Minneapolis, MN:Free Spirit Publishing
20.
EcclesJ.GootmanJ. (2002). Community programs to promote youth development. Washington, D.C.:National Academies Press.
21.
EfronB.TibshiraniR.J. (1986). Bootstrap methods for standard errors, confidence intervals, and other measures of statistical accuracy. Statistical Science, 1, 54–77.
22.
FreyL. M. (2003). Abundant beaurification: An effective service-learning project for students with emotional or behavioral disorders. Teaching Exceptional Children, 35(5), 66–75.
23.
FurcoA. (2003). Issues of definition and program diversity in the study of service-learning. In BilligS.H.WatermanA.S. (Eds.), Studying service-learning: Innovations in education research methodology (pp. 13–34). Mahwah, NJ:Lawrence Erlbaum Associates.
24.
GistM.MitchellT. (1992). Self-efficacy: A theoretical analysis of its determinants and malleability. Academy of Management Review, 17, 183–211.
25.
GistM. (1987). Self-efficacy: Implications for organizational behavior and human resource management. Academy of Management Review, 12, 472–485.
26.
HigginsK.BooneR., 2003Beyond the boundaries of school: Transition considerations in gifted education. Intervention in School and Clinic, 38,138–144.
27.
IkedaE. K. (1999). How does service enhance learning? Toward an understanding of the process. Unpublished doctoral dissertation.
28.
KarnesF.ChauvinJ. (1986). The leadership skills: Fostering the forgotten dimension of giftedness. Gifted Child Today, 9(3), 22–23.
KeenC.HowardA. (2002). Experiential learning in Antioch College's work-based learning program as a vehicle for the social and emotional development for gifted college students. Journal of Secondary Gifted Education, 13, 130–140.
31.
KendrickJ. R. (1996). Outcomes of service-learning in an introduction to sociology course. Michigan Journal of Community Service-learning, 3, 72–81.
32.
LeeS-Y.Olszewski-KubiliusP.DonahueR.WeimholtK. (2007). The effects of a service-learning program on the development of civic attitudes and behaviors among academically talented adolescents. Journal for the Education of the Gifted, 31(2), 165–197.
33.
LeeS-Y.Olszewski-KubiliusP.DonahueR.WeimholtK. (2008). Civic Leadership Institute: A service-learning program for academically gifted youth. Journal of Advanced Academics, 19, 272–308.
34.
LewisB.A. (1996). Serving others hooks gifted students on learning. Educational Leadership, 53(5), 70–74.
35.
MarksH. M. (1994). Effect of participation in school sponsored community service programs on student attitudes toward social responsibility. Unpublished doctoral dissertation, University of Michigan.
36.
MatthewsD.MennaR. (2003). Solving problems together: Parent/school/community collaboration at a time of educational and social change. Education Canada, 43, 20–23.
37.
McMahonR. (1998). Service-learning: Perceptions of pre-service teachers. Paper presented at the 27th Annual Meeting of the Mid-South Educational Research Association, New Orleans, LA.
ReebR. N. (2006). The community service self-efficacy scale: Further evidence of reliability and validity. Journal of Prevention & Intervention in the Community, 32(1/2), 97–113.
40.
ReebR. N.KatsuyamaR. M.SammonJ. A.YoderD. S. (1998). The community service self-efficacy scale: Evidence of reliability, construct validity, and pragmatic utility. Michigan Journal of Community Service-learning, 5,48–57.
41.
SadriG.RobertsonI. (1993). Self-efficacy and work-related behavior: A review and meta-analysis. Applied Psychology: An International Review, 42,139–152.
42.
SaylerM.F. (1997). Profiles of the gifted: Reflections from the editor. Tempo, 17(3), 5–6.
43.
ScalesP. C.BlythD. A.BerkasT. H.KielsmeierJ. C. (2000). Effects of service-learning on middle school students' social responsibility and academic success. Journal of Early Adolescence, 20(3), 332–358.
44.
SchunkD. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207–231.
45.
SchunkD. H. (1995). Self-efficacy and education and instruction. In MadduxJ. E. (Ed.), Self-efficacy, adaptation, and adjustment: Theory, research, and application (pp. 281–303). New York:Plenum Press.
46.
SchunkD. H. (2001). Social cognitive theory and self-regulated learning. In ZimmermanB. J.SchunkD. H. (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.) (pp. 125–151). Mahwah, NJ:Erlbaum.
47.
SchunkD. H.PajaresF. (2002). The development of academic self-efficacy. In WigfieldA.EcclesJ. S. (Eds.), Development of achievement motivation (pp. 15–31). San Diego, CA:Academic Press
48.
SchunkD. H.PajaresF. (2004). Self-efficacy in education revisited: Empirical and applied evidence. In McinerneyD. M.Van EttenS. (Eds.), Big theories revisited (pp. 115–138). Greenwich, CT:Information Age Publishing.
49.
ShafferB. (1993). Service-learning: An academic methodology. Stanford, CA:Stanford University Department of Education.
50.
SimonsL.ClearyB. (2006). The influence of service-learning on students' personal and social development. College Teaching, 54(4), 307–319.
51.
StewartT. (2008). Community service self-efficacy and first-year undergraduate honors service-learning. In BowdonM.HollandB.BilligS. (Eds.), Scholarship for sustaining service-learning and civic engagement: Research and the k-20 continuum (pp. 29–53). Charlotte, NC:Information Age Publishers.
52.
StewartT. (2009). Service-learning and honors undergraduates: The effect on social dominance orientation. Journal of First-Year Experience and Students in Transition, 21(2), 65–86.
53.
TerryA. W. (2000). An early glimpse: Service-learning from an adolescent perspective. Journal of Secondary Gifted Education, 11,115–134.
54.
TerryA. W. (2003). Effects of service-learning on young, gifted adolescents and their community. Gifted Child Quarterly, 47, 295–308.
55.
TerryA. W.BohenbergerJ.E. (2003). Service-learning: Fostering a cycle of caring in our gifted youth. Journal of Secondary Gifted Education, 15,23–32.
56.
WadeR. C.PutnamK. (1995). Tomorrow's leaders? Gifted students' opinions of leadership and service activities. Roeper Review, 18(2), 150–151.
57.
WebsterN. S.WorrellF. C. (2008). Academically talented students' attitudes towards service in the community. Gifted Child Quarterly, 52,170–179.
58.
WebsterN. S.StewartT.BaiH.(in press). Understanding the impact of a summer service-learning program on the social dominance orientation of gifted adolescents. Journal of Research in Character Education.
59.
WilliamsN. R.KingM.KoobJ. J. (2002). Social work students go to camp: The effects of service-learning on perceived self-efficacy. Teaching in Social Work, 22(3/4), 55–70.
