This study examined student outcomes of participating in a semester-long, intergenerational service-learning course compared to a traditional pedagogy course. At the beginning and end of the semester, students (N = 161) voluntarily completed a series of measures assessing six outcomes across four domains: personal, social, citizenship, and academic. Results from mixed analysis of variance and multivariate analysis of variance tests suggest service-learning students only outperformed the traditional pedagogy group on self-efficacy for community service (i.e., a personal outcome). Service-learning students maintained a high level of self-efficacy across the semester, while the self-efficacy of those in traditional pedagogy courses declined. There were no significant group differences over time in social, citizenship, or academic outcomes. These results suggest more tempered support for service-learning than many previous studies. Factors potentially affecting the results include the service-learning dosage, broader educational context, and methodological rigor. Future studies may further illuminate possible effects of the educational context.

中文翻译：

---

心理学本科生代际服务学习与传统教学法的比较

本研究调查了学生参加为期一学期的跨代服务学习课程与传统教育学课程相比的成果。在学期开始和结束时，学生 (N = 161) 自愿完成了一系列评估六个结果的措施：个人、社会、公民和学术四个领域。方差混合分析和方差多变量分析的结果表明，服务学习学生在社区服务的自我效能感（即个人成果）方面仅优于传统教学组。服务型学生在整个学期保持较高的自我效能感，而传统教育学课程的学生自我效能感有所下降。随着时间的推移，在社会、公民身份或学术成果方面没有显着的群体差异。这些结果表明，与之前的许多研究相比，对服务学习的支持更为温和。可能影响结果的因素包括服务学习剂量、更广泛的教育背景和方法的严谨性。未来的研究可能会进一步阐明教育背景的可能影响。