Effects of Service-Learning on Middle School Students' Social Responsibility and Academic Success, (The)

This article studies the effects of service-learning on 1,153 racially and socioeconomically diverse middle school students from Kentucky, Massachusetts, and Missouri. Service-learning participants and comparison groups were completed fall and spring surveys that addressed social responsibility, personal development, parent involvement, engagement in schoolwork, perceived scholastic competence, responsibility for academic achievement, grade point average, student conduct in school, and goal orientation. Differences between the two groups were found on measures of self-efficacy, concern for others' welfare, pursuit of higher grades, and positive perceptions of the opportunities for personal development in schools, with service-learning being associated with higher gains in each of these areas. Differences between the groups were statistically significant when service-learning activities were of sufficient duration, when middle school students were highly motivated by the service activities, and when students engaged in meaningful reflection.