Community-based Service-learning as a Context for Youth Autonomy, Competence, and Relatedness

Abstract

Framed by self-determination and identity development theories, this study examined the process through which participating in a community-based service-learning project supported high school students’ feelings of autonomy, competence and relatedness, and how these feelings were related to students’ intentions for doing more service in the future. The goals were to understand 1) the task and time related variations in students’ reports of autonomy, competence and relatedness, and 2) whether these task and time related variations differed for youth who did service voluntarily compared to those who did service to fulfill a requirement. Results showed increases in autonomy, competence and relatedness over the course of the project, as well as task-related variations in these feelings. Competence and relatedness positively predicted internalized reasons for future service. Internalized reasons positively predicted strong intentions for future service. Required and voluntary service participants reported similar levels of autonomy, competence and relatedness, as well as similar reasons and intentions for future service. Implications provide insights into designing service programs for adolescents’ optimal psychosocial development during out-of-school time.

Education and Public Service Motivation: A Longitudinal Study of High School Graduates

“…The self‐determination theory suggests that if volunteering activities support self‐determination, students are likely to internalize values associated with service to such an extent that it becomes a commitment to continuing service in the future (Deci et al 1994). Based on self‐determination theory, students who are given choices regarding where and how they will participate in volunteering activities and who are able to complete tasks they are good at, while connecting with others, are likely to perceive value from volunteering as a result of their needs for autonomy, competence, and relatedness being met (Kacker‐Cam and Schmidt 2014).…”

The Effect Teacher Led Reflection Plays on Students' Civic Responsibility Perceptions Following FFA Civic Engagement Activities

“…FFA sponsored civic engagement activities can occur in a variety of ways, including activities such as providing food to those unable to feed themselves, repairing or constructing community structures, or developing a community garden to educate the community on food production (National FFA Organization, 2017). Research indicates that short-term intensive community-based service learning projects support the competence, autonomy, and relatedness of the youth participants and also increases the likelihood of future participation in service projects (Kackar-Cam & Schmidt, 2014). FFA specific civic engagement activities potentially enhance agriculture students' sense of civic responsibility (Brandell & Hinck, 2005;Furco et al, 2016;Skinner & Chapman, 1999).…”

dual commitment of academic rigor and community service at an urban, Catholic high school

“…In the same study, other findings by Kacker-Cam and Schmidt (2014) suggested that service to people in need can promote desirable outcomes for students, such as greater selfefficacy and social concern, however, time spent on service shows no direct relationship between the amount of time spent performing the service and desirable outcomes. The study also noted the amount of time was not necessarily a good predictor of future service participation (KackerCam & Schmidt, 2014).…”

“…The authors' findings also revealed that short-term intensive community service provided the best opportunity for the development of student autonomy, competence, and relatedness, all of which can aid in adolescent development, and promote self-determination and identity (Kacker-Cam & Schmidt, 2014). The findings on the volume of time spent performing community service is significant to the problem of practice, as community service in the school is sustained over a significant period of time, similar to the findings by Schmidt, Shumow, and Kacker (2007).…”

“…The findings revealed that participation in community service helps students promote their identity development and helps them to manage stress in high school, as mandated community service "can be associated with feelings of autonomy, competence and relatedness" (Kacker-Cam & Schmidt, 2014, p. 85). According to the authors, service opportunities may occur in three ways: (1) community service, which does not follow school curriculum and can be required or voluntary, (2) service learning, which is organized to follow curricula, and (3) community-based service learning, which is not integrated into the school curriculum, but organized by community organizations (Kacker-Cam & Schmidt, 2014). …”