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Contributions of Service-Learning on PETE Students’ Effective Personality: A Mixed Methods Research

Author

Listed:
  • Oscar Chiva-Bartoll

    (Department of Education and Specific Didactics, Faculty of Humanities and Social Sciences, Universitat Jaume I, 12071 Castellón, Spain)

  • Antonio Baena-Extremera

    (Department of Education Sciences, Faculty of Education, University Campus of Cartuja, University of Granada, s/n, 18071 Granada, Spain)

  • David Hortiguela-Alcalá

    (Department of Specific Didactics, Faculty of Education, University of Burgos, 09001 Burgos, Spain)

  • Pedro Jesús Ruiz-Montero

    (Department of Physical Education and Sport, Faculty of Education and Sport Sciences, Campus of Melilla, University of Granada, 52071 Melilla, Spain)

Abstract

Service-learning (SL) is a pedagogical model focused on achieving curricular goals while providing a community service. Previous research suggests that SL might promote qualities such as self-esteem, motivation, problem-focused coping, decision-making, empathy, and communication, which are associated with a psychological construct known as students’ Effective Personality (EP). These studies, however, did not specifically analyse the direct effects of SL on this construct. The aim of this study is to explicitly analyse the effect of SL on Physical Education Teacher Education (PETE) students’ EP using a mixed methods approach. The quantitative part of the approach followed a quasi-experimental design using the validated “Effective Personality Questionnaire for University Students”, which includes four dimensions: “Academic self-efficacy”, “Social self-realisation”, “Self-esteem”, and “Resolutive self-efficacy”. A non-probabilistic sampling on a total of 181 PETE students was then carried out, with 98 participating in the experimental group (42 male, 56 female), and 83 in the control group (34 male, 49 female). The comparisons revealed significant improvements in the experimental group, especially in the social self-realisation and resolutive self-efficacy dimensions. These findings were complemented by a qualitative analysis of 12 students’ semi-structured interviews. In conclusion, the study reported a positive influence of SL on the PETE students’ EP, providing valuable design patterns for future SL implementations.

Suggested Citation

  • Oscar Chiva-Bartoll & Antonio Baena-Extremera & David Hortiguela-Alcalá & Pedro Jesús Ruiz-Montero, 2020. "Contributions of Service-Learning on PETE Students’ Effective Personality: A Mixed Methods Research," IJERPH, MDPI, vol. 17(23), pages 1-15, November.
  • Handle: RePEc:gam:jijerp:v:17:y:2020:i:23:p:8756-:d:450934
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    References listed on IDEAS

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    1. Chiva-Bartoll, Oscar & Moliner, Maria Lidon & Salvador-García, Celina, 2020. "Can service-learning promote social well-being in primary education students? A mixed method approach," Children and Youth Services Review, Elsevier, vol. 111(C).
    2. Pedro J. Ruiz-Montero & Oscar Chiva-Bartoll & Celina Salvador-García & Cristian González-García, 2020. "Learning with Older Adults through Intergenerational Service Learning in Physical Education Teacher Education," Sustainability, MDPI, vol. 12(3), pages 1-14, February.
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    Cited by:

    1. Antonio Baena-Extremera & Pedro Jesús Ruiz-Montero & David Hortigüela-Alcalá, 2021. "Neuroeducation, Motivation, and Physical Activity in Students of Physical Education," IJERPH, MDPI, vol. 18(5), pages 1-5, March.
    2. Alfonso Valero-Valenzuela & Elisa Huéscar & Juan L. Núñez & Jaime León & Luis Conte & Juan Antonio Moreno-Murcia, 2021. "The Role of Controlled Motivation in the Self-Esteem of Adolescent Students in Physical Education Classes," IJERPH, MDPI, vol. 18(21), pages 1-12, November.
    3. Xavier Francisco-Garcés & Celina Salvador-Garcia & María Maravé-Vivas & Oscar Chiva-Bartoll & María Luisa Santos-Pastor, 2022. "Research on Service-Learning in Physical Activity and Sport: Where We Have Been, Where We Are, Where We Are Going," IJERPH, MDPI, vol. 19(11), pages 1-20, May.

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