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首页> 外文期刊>Academy of management learning & education >A Meta-Analysis on the Effects of Service-Learning on the Social, Personal, and Cognitive Outcomes of Learning
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A Meta-Analysis on the Effects of Service-Learning on the Social, Personal, and Cognitive Outcomes of Learning

机译：关于服务学习对学习的社会，个人和认知结果影响的元分析

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摘要

Service-learning is an experience-based approach to education and learning that has a set of diverse learning outcomes. Because of the uniqueness of its pedagogical approach and breadth of potential learning outcomes, management and business scholars have recognized its value. Much theory and supporting research has been generated on the effect of service-learning on college and university students. Through meta-analytic techniques, we found support for the hypotheses that service-learning has a positive effect on understanding of social issues (Est.δ = .34); personal insight (Est.δ = .28); and cognitive development (Est. δ = .52). We also found significant moderating evidence for research design, type of reflection, type of measurement, and the service experience as optional or required. We conclude with a discussion of the theoretical and practical implications of these findings along with suggestions for future research.
机译：服务学习是一种基于经验的教育和学习方法，具有一系列多样化的学习成果。由于其教学方法的独特性和潜在学习成果的广度，管理和商业学者已经认识到它的价值。关于服务学习对大学生的影响，已经产生了许多理论和支持性研究。通过荟萃分析技术，我们发现支持服务学习对理解社会问题具有积极影响的假设（Est。δ= .34）；个人见解（Est.δ= .28）；和认知发展（Estδ= .52）。我们还为研究设计，反射类型，测量类型和服务经验（可选或必需）提供了重要的缓和证据。最后，我们讨论了这些发现的理论和实践意义以及对未来研究的建议。

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