Community Service Self-Efficacy and First-Year Undergraduate Honors Service-Learning

This chapter uses psychosocial student development theory to frame first-year undergraduate honors students' completion of service-learning hours in underserved elementary schools.Information on the use of service-learning in the first-year experience is offered. Analyses of pre-/postresponses administered to 119 participating honors undergraduates showed that student community service self-efficacy was significantly increased. Gender, number of previously completed non-required service hours, and religious activity were significantly correlated to the measures. A discussion on the major findings in relation to previous research and their implications is provided. Limitations and opportunities for further research conclude the chapter.