Self-Determination and Student Perceptions in Environmental Service-Learning

Author: Covitt, Beth¹

Source: Applied Environmental Education and Communication: an International Journal, Volume 5, Number 3, July-September 2006 , pp. 171-181(11)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

An evaluation of Chesapeake Bay Foundation's environmental education programs provides context for this study exploring the role of student self-determination in service-learning. Research questions include (1) How do self-determination-related characteristics of service-learning programs affect students' attitudes toward service-learning (ASL), and (2) How do attitudes toward service-learning affect environmental education outcomes? Results demonstrate that one self-determination-related characteristic, service-learning graduation requirements, did not affect students' ASL. Other factors such as perceived student choice and participation in different service-learning programs, however, did impact ASL. Furthermore, ASL was strongly related to outcomes including environmental sensitivity, personal responsibility and intentions to help the environment.

Document Type: Research article

DOI: 10.1080/15330150600914461

Affiliations: 1: Michigan State University, East Lansing, Michigan, USA

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