Relationships Between Cognitive Engagement and Self-Efficacy for High School Students Who Participate in Service-Learning
The purpose of this explanatory quantitative case study was to examine the relationship between service-learning, cognitive engagement, and self-efficacy for high school students. The study was conducted at a high school located in North Carolina. Fifty-one students in grades 10 to 12 participated in the study. All students in the study had participated in at least one service-learning activity prior to the study. Data was collected using the Service-Learning, Cognitive Engagement, and Self-Efficacy Questionnaire (SLCESEQ) which included items from (a) the Control and Relevance of Schoolwork subscale of the Student Engagement Instrument to measure cognitive engagement and (b) the General Self-Efficacy Scale to measure self-efficacy. In addition, respondents self-reported the demographics (race/ethnicity, gender, and grade level) as well as the number and type of service-learning activities in which they had participated. Data analysis did not yield statistically significant relationships between the service-learning, cognitive engagement, and self-efficacy). However, there were several statistically significant relationships between the cognitive engagement and self-efficacy. In addition, the demographic variables had significant relationships with cognitive engagement and self-efficacy.
Baber, Ceola Ross; Faulkner, Paula E.; and Lyles, Dana
"Relationships Between Cognitive Engagement and Self-Efficacy for High School Students Who Participate in Service-Learning,"
Journal of Research Initiatives: Vol. 5:
1, Article 1.
Available at: https://digitalcommons.uncfsu.edu/jri/vol5/iss1/1
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