logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
7321 Parkway Drive South, Hanover, MD 21076, USA
Eurasian Society of Educational Research
Headquarters
7321 Parkway Drive South, Hanover, MD 21076, USA
academic learning gender differences motivation physical education service learning benefits

Influence of Motivation Climate on Service-Learning Benefits among Physical Education Students

Đurđica Miletić , Ivana Jadrić , Alen Miletić

Service-learning (SL) emphasizes the fusion and integration of community service and academic learning, while Physical Education (PE) is oriented towa.

S

Service-learning (SL) emphasizes the fusion and integration of community service and academic learning, while Physical Education (PE) is oriented towards community health and well-being, aligning with Sustainable Development Goals. The study's primary objective is to discern the benefits perceived by PE students when engaged in SL courses and to test the correlation between benefits and the motivational climate they experience. Additionally, the research explores potential gender-specific variations in students' attitudes. The research was conducted with a survey on a sample of 58 students responding to a Motivational Climate in Physical Education Scale (MPCES) and the SErvice LEarning Benefit Scale (SELEB), which assesses the motivation of students and their perceptions of SL benefits. Descriptive statistics was used to analyse the data. Pearson's correlation coefficient was used to test the relationship between the core constructs - SL benefits and student motivation, and t-tests to evaluate gender differences in SL benefits. Key findings underscore that students primarily perceived the greatest advantages from SL in the domain of knowledge application, with comparatively lower scores in general life skills. Notably, female students, on the whole, exhibited higher ratings in both SL benefits and student motivation compared to their male counterparts. Nonetheless, specific exceptions emerged in certain sub-scales, including social relatedness and ego climate within the MPCES scale, as well as critical thinking within the SELEB scale. According to the results, it is suggested that cultivating a student-centered learning environment can augment engagement and motivation in the realm of physical education (PE). Furthermore, the delineated gender differences offer valuable insights for educators, highlighting the need for tailored approaches to accommodate the diverse preferences and requirements of male and female students.

Keywords: Academic learning, gender differences, motivation, physical education, service-learning benefits.

cloud_download PDF
Cite
Article Metrics
Views
96
Download
245
Citations
Crossref
0

Scopus

References

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271. https://doi.org/10.1037/0022-0663.84.3.261

Anderson, J. B., Swick, K. J., & Yff, J. (Eds.). (2001). Service learning in teacher education: Enhancing the growth of new teachers, their students, and communities (ED 451167). ERIC. https://eric.ed.gov/?id=ED451167

Astin, A. W., & Sax, L. J. (1998). How undergraduates are affected by service participation. Journal of College Student Development, 39(3), 251-263.

Biermann, F., Kanie, N., & Kim, R. E. (2017). Global governance by goal-setting: the novel approach of the UN Sustainable Development Goals. Current Opinion in Environmental Sustainability, 26, 26-31. https://doi.org/10.1016/j.cosust.2017.01.010

Black, A. E., & Deci, E. L. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84(6), 740-756. https://doi.org/brq8jq

Braithwaite, R., Spray, C. M., & Warburton, V. E. (2011). Motivational climate interventions in physical education: A meta-analysis. Psychology of Sport and Exercise, 12(6), 628-638. https://doi.org/10.1016/j.psychsport.2011.06.005

Bringle, R. G., & Hatcher, J. A. (1996). Implementing service learning in higher education. The Journal of Higher Education, 67(2), 221-239. https://doi.org/10.2307/2943981  

Bringle, R. G., Hatcher, J. A., & McIntosh, R. E. (2006). Analyzing Morton’s typology of service paradigms and integrity. Michigan Journal of Community Service Learning, 13(1), 5-15. https://bit.ly/4btrgA4

Brouse, C., Basch, C., LeBlanc, M., Mcknight, K., & Lei, T. (2010). College students’ academic motivation: Differences by gender, class, and source of payment. The College Quarterly, 13(1), 296-304. https://bit.ly/496uMyH

Burns, D. J. (2011). Motivations to volunteer and benefits from service learning: An exploration of marketing students. Journal for Advancement of Marketing Education, 18(1), 10-23. https://bit.ly/3F5V1Ig

Carson, R. L., & Raguse, A. L. (2014). Systematic review of service learning in youth physical activity settings. Quest, 66(1), 57-95. https://doi.org/10.1080/00336297.2013.814578

Cervantes, C. M., & Meaney, K. S. (2013). Examining service learning literature in physical education teacher education: Recommendations for practice and research. Quest, 65(3), 332-353. https://doi.org/10.1080/00336297.2013.773533

Chesbrough, R. D. (2011). College students and service: A mixed methods exploration of motivations, choices, and learning outcomes. Journal of College Student Development, 52(6), 687-705. https://muse.jhu.edu/article/458110

Chesler, M., & Vasques Scalera, C. (2000). Race and gender issues related to service learning research. Michigan Journal of Community Service Learning, Volume special (1), 18-27. https://bit.ly/3rDgJzZ

Chiva-Bartoll, O., & Fernández-Rio, J. (2022). Advocating for Service-Learning as a pedagogical model in Physical Education: towards an activist and transformative approach. Physical Education and Sport Pedagogy, 27(5), 545-558. https://doi.org/h59x

Chiva-Bartoll, O., Ruiz-Montero, P. J., Moya, R. M., Lopez, I. P., Girela, J. G., Garcia-Suarez, J., & Rivera-Garcia, E. (2019). University service learning in physical education and sport sciences: A systematic review. Revista Complutense de Educación, 30(4), 1147-1164. https://doi.org/10.5209/rced.60191

Darby, A., & Newman, G. (2014). Exploring faculty members' motivation and persistence in academic service learning pedagogy. Journal of Higher Education Outreach and Engagement, 18(2), 91-120. https://bit.ly/42w0t1L

Duda, J. L., & Whitehead, J. (1998). Measurement of goal perspectives in the physical domain. In J. L. Duda (Ed.), Advances in sport and exercise psychology measurement (pp. 21-48). Fitness Information Technology.

Duffy, R. D., & Raque-Bogdan, T. L. (2010). The motivation to serve others: Exploring relations to career development. Journal of Career Assessment, 18(3), 250-265. https://doi.org/10.1177/1069072710364791

Eyler, J. S., & Giles, E. G., Jr. (1999). Where's the learning in service-learning? Jossey-Bass.

Hagger, M., & Chatzisarantis, N. (2008). Self-determination theory and the psychology of exercise. International Review of Sport and Exercise Psychology. 1(1), 79-103. https://doi.org/10.1080/17509840701827437

Kuśnierz, C., Rogowska, A. M., & Pavlova, I. (2020). Examining gender differences, personality traits, academic performance, and motivation in Ukrainian and Polish students of physical education: A cross-cultural study. International Journal of Environmental Research and Public Health, 17(16), Article 5729. https://doi.org/10.3390/ijerph17165729

Li, Y., Guo, F., Yao, M., Wang, C., & Yan, W. (2016). The role of subjective task value in service learning engagement among Chinese college students. Frontiers in Psychology, 7, Article 954. https://doi.org/10.3389/fpsyg.2016.00954

Liukkonen, J., Barkoukis, V., Watt, A., & Jaakkola, T. (2010). Motivational climate and students’ emotional experiences and effort in physical education. The Journal of Educational Research103(5), 295-308. https://doi.org/10.1080/00220670903383044  

Lo, K. W. K., Ngai, G., Chan, S. C. F., & Kwan, K.-P. (2019). A computational approach to analyzing associations between students’ learning gains and learning experience in service learning. In Proceedings of the International Association for Research on Service Learning and Community Engagement (pp. 1-7). The Hong Kong Polytechnic University.

Lo, K. W. K., Ngai, G., Chan, S. C. F., & Kwan, K.-P. (2022). How students’ motivation and learning experience affect their service-learning outcomes: a structural equation modelling analysis. Frontiers in Psychology, 13, Article 825902. https://doi.org/10.3389/fpsyg.2022.825902

Madsen, S. R., & Turnbull, O. (2006). Academic service learning experiences of compensation and benefits course students. Journal of Management Education, 30(5), 724-742. https://doi.org/10.1177/1052562905283710

Miller, F. (1994). Gender differences in adolescents’ attitudes toward mandatory community service. Journal of Adolescence, 17(4), 381-393. https://doi.org/10.1006/jado.1994.1034

Muturi, N., An, S., & Mwangi, S. (2013). Students’ expectations and motivation for service learning in public relations. Journalism and Mass Communication Educator, 68(4), 387-408. https://doi.org/10.1177/1077695813506992

Ntoumanis, N. (2002). A self-determination theory perspective on motivation in sport and physical education: Current trends and possible future research directions. Motivation in Sport and Exercise, 3(1), 91-128. https://doi.org/10.5040/9781492595182.ch-003

Pérez-Ordás, R., Nuviala, A., Grao-Cruces, A., & Fernández-Martínez, A. (2021). Implementing service learning programs in physical education; Teacher education as teaching and learning models for all the agents involved. A Systematic review. International Journal of Environmental Research and Public Health, 18(2), Article 669. https://doi.org/10.3390/ijerph18020669

Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667-686. https://doi.org/10.1037/0022-0663.95.4.667

Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Prentice Hall.

Prentice, M., & Garcia, R. M. (2000). Service learning: The next generation in education. Community College Journal of Research and Practice. 24(1), 19-26. https://doi.org/10.1080/106689200264321

Raykov, M., & Taylor, A. (2014). Gendered attitudes outcomes of community service-learning. Malta Review of Educational Research, 8(1), 80-108. https://bit.ly/3OAj72J

Salam, M., Iskandar, D. N. A., Ibrahim, D. H. A., & Farooq, M. S. (2019). Service learning in higher education: A systematic literature review. Asia Pacific Education Review. 20, 573-593. https://doi.org/10.1007/s12564-019-09580-6

Soini, M., Liukkonen, J., Watt, A., Yli-Piipari, S., & Jaakkola, T. (2014). Factorial validity and internal consistency of the Motivational Climate in Physical Education Scale. Journal of Sports Science and Medicine13(1), 137-144. https://bit.ly/48TJIk7

Standage, M., Duda, J. L., & Ntoumanis, N. (2003). A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions. Journal of Educational Psychology, 95(1), 97-110. https://doi.org/10.1037/0022-0663.95.1.97

Stukas, J. A. A., Switzer, G. E., Dew, M. A., Goycoolea, J. M., & Simmons, R. G. (1999). Parental helping models, gender, and service learning. Journal of Prevention and Intervention in the Community, 18(1-2), 5-18. https://doi.org/10.1300/J005v18n01_02

Toncar, M. F., Reid, J. S., Burns, D. J., Anderson, C. E., & Nguyen, H. P. (2006). Uniform assessment of the benefits of service learning: The development, evaluation, and implementation of the Seleb scale. The Journal of Marketing Theory and Practice. 14(3), 223-238. https://doi.org/10.2753/MTP1069-6679140304

Topatsi, A., Kateris, K., Derri, V., Bebetsos, E., Boulougaris, G., & Filippou, F. (2022). The “Motivational Climate in Physical Education Scale” (MPCES) in Greek educational context of elementary school: Psychometric properties. The American Journal of Humanities and Social Sciences Research, 5(4), 34-39. https://bit.ly/3trQg91    

United Nations. (2023). The 17 goals. https://sdgs.un.org/goals

Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., Matos, L., & Lacante, M. (2004). Less is sometimes more: Goal content matters. Journal of Educational Psychology, 96(4), 755-764. https://doi.org/10.1037/0022-0663.96.4.755

...