Predicting and Changing Student Willingness to Engage in Community Service
Abstract
Universities increasingly are being called upon to address critical social problems in their communities. Service learning, a form of experiential education, holds great promise for preparing students for citizenship as well as improving their learning. The authors provide an investigation of the factors underlying student intentions to participate in community service by applying the Theory of Planned Behavior (TPB). Additionally, they assess the effectiveness of service-learning pedagogy for increasing students' willingness to participate in future community service. Ninety-two undergraduate business majors participated in a longitudinal, quasi-experimental study. Results indicate that the TPB is useful in predicting students' intentions to perform community service. In addition, attitudes, perceptions of control, and intentions regarding community service changed for those students participating in the service learning project.
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