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Subjective Outcome Evaluation of Service-Learning by the Service Recipients: Scale Development, Normative Profiles and Predictors

Author

Listed:
  • D. T. L. Shek

    (The Hong Kong Polytechnic University)

  • Z. Yang

    (The Hong Kong Polytechnic University)

  • C. M. S. Ma

    (The Hong Kong Polytechnic University)

  • C. W. Y. Chai

    (The Hong Kong Polytechnic University)

Abstract

This study validated a subjective outcome evaluation scale based on the perceptions of service recipients and examined the normative profiles as well as correlates of client satisfaction under a corporate-university-community Service-Learning (SL) programs, where university students conducted the SL programs with high school students as the service recipients. Based on data collected over three years from high school service recipients (N = 1854) who responded to a subjective outcome evaluation measure which assesses perceived program content, program implementers and benefits, exploratory and confirmatory factor analyses supported the three-factor model, and the three subscales showed good factorial validity, convergent validity, concurrent validity and internal consistency. Most of the service recipients had positive perceptions of the different aspects of the program. Regarding correlates of client satisfaction, the three aspects of satisfaction all had predictive effects on the overall client satisfaction. Client satisfaction ratings also differed significantly across different activities and grades.

Suggested Citation

  • D. T. L. Shek & Z. Yang & C. M. S. Ma & C. W. Y. Chai, 2021. "Subjective Outcome Evaluation of Service-Learning by the Service Recipients: Scale Development, Normative Profiles and Predictors," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 14(1), pages 411-434, February.
    • Handle: RePEc:spr:chinre:v:14:y:2021:i:1:d:10.1007_s12187-020-09765-1
    DOI: 10.1007/s12187-020-09765-1
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    References listed on IDEAS

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    1. Robert G. Bringle & Julie A. Hatcher, 1996. "Implementing Service Learning in Higher Education," The Journal of Higher Education, Taylor & Francis Journals, vol. 67(2), pages 221-239, March.
    2. Larsen, Daniel L. & Attkisson, C. Clifford & Hargreaves, William A. & Nguyen, Tuan D., 1979. "Assessment of client/patient satisfaction: Development of a general scale," Evaluation and Program Planning, Elsevier, vol. 2(3), pages 197-207, January.
    3. Chung, Saras & McBride, Amanda Moore, 2015. "Social and emotional learning in middle school curricula: A service learning model based on positive youth development," Children and Youth Services Review, Elsevier, vol. 53(C), pages 192-200.
    Full references (including those not matched with items on IDEAS)

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    Cited by:

    1. Li Lin & Daniel T. L. Shek & Xiang Li, 2023. "Who benefits and appreciates more? An evaluation of Online Service-Learning Projects in Mainland China during the COVID-19 pandemic," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 18(2), pages 625-646, April.
    2. Hildie Leung & Daniel T. L. Shek & Diya Dou, 2021. "Evaluation of Service-Learning in Project WeCan under COVID-19 in a Chinese Context," IJERPH, MDPI, vol. 18(7), pages 1-17, March.
    3. Daniel T. L. Shek & Xiang Li & Lu Yu & Li Lin & Yikang Chen, 2022. "Evaluation of Electronic Service-Learning (e-Service-Learning) Projects in Mainland China under COVID-19," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 17(5), pages 3175-3198, October.
    4. Liu Hong & Yang-yang Wan & Wan-ting Yang & Zhi-jian Gong & Xiao-yue Hu & Gaoming Ma, 2024. "Two Decades of Academic Service-Learning in Chinese Higher Education: A Review of Research Literature," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 19(5), pages 2171-2212, October.

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