Abstract
Academic Service-Learning (ASL) literature reveals that most studies assume students are a homogeneous whole and thus draw overly-generalized conclusions regarding students perceived self-service efficacy as well as their disposition towards future service. To rectify this problem, this study utilizes Forsyth’s (1980) conceptual model of two dimensions, idealism and relativism, to categorize students into four categories: situationists (n=53), subjectivists (n=34), absolutists (43), and exceptionists (n=52). These students (n=182) were measured on the Community Service Self-Efficacy Scale (CSSES) before and after participating in an ASL project. The CSSES, developed by Reeb et al. (1998), measures an individual’s confidence that their service efforts will produce positive results for the community. The study found that the four types of students did not exhibit any significant differences on CSSES before taking the ASL. After engaging the ASL project the four types of students showed significant differences on CSSES scores. Students categorized as situationists in Forsyth’s model scored higher than students categorized as subjectivists, and students categorized as absolutists higher than subjectivists. In utilizing this research universities and colleges could then seek to identify groups of personality types and subsequently match ASL projects to those specific personalities.
Recommended Citation
Hegarty, Niall and Angelidis, John
(2026)
"The Impact of Academic Service Learning on Community Self-Service Efficacy: An Exploratory Study of Four Ethical Types,"
Journal of Research Initiatives: Vol. 9:
Iss.
2, Article 3.
Available at:
https://digitalcommons.uncfsu.edu/jri/vol9/iss2/3
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Higher Education and Teaching Commons, Scholarship of Teaching and Learning Commons