Purpose This paper aims to answer a question whether a course that combines in-class teaching and the out-class elements of service learning can shift students’ values from self-enhancement to self-transcendence. Design/methodology/approach The study employed a pre-test-post-test control group research design. Two groups of the first year undergraduate business students who took the course served as the experimental groups (N = 79), and two groups of the second year students served as the control groups (N = 73). Schwartz’s Portrait Values Questionnaire (PVQ-40) was used to measure values, and a t-test was applied to compare value scores at the beginning and the end of the course. Findings A statistically significant value change toward self-transcendence was found in one of the two experimental groups, and no change was registered in the control groups. Analysis of the course activities and participation suggests that the change was brought about by the variations in the volunteering experiences. Originality/value This study contributes to the research that focuses on the outcomes of service learning. The research on how service learning affects values, especially pro-social ones, is currently limited. The present study suggests implications for further research and discussion on the possible ways to promote the values of self-transcendence through educational activities.

中文翻译：

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向自我超越的转变：服务学习能否有所作为？

目的本文旨在回答一个问题，即结合班级教学和班级服务学习要素的课程是否可以将学生的价值观从自我增强转变为自我超越。设计/方法/方法该研究采用了测试前-测试后对照组的研究设计。参加该课程的两组第一年大学本科商科学生作为实验组（N = 79），而两组第二年级学生作为对照组（N = 73）。使用Schwartz的肖像值调查表（PVQ-40）来测量值，并使用t检验比较课程开始和结束时的价值得分。发现在两个实验组之一中，发现对自我超越的统计学意义上的价值变化是，对照组没有任何变化。对课程活动和参与的分析表明，这种变化是由志愿服务经历的变化带来的。独创性/价值本研究有助于专注于服务学习成果的研究。目前，关于服务学习如何影响价值观（尤其是亲社会价值观）的研究非常有限。本研究为通过教育活动促进自我超越的价值途径的进一步研究和讨论提供了启示。目前，关于服务学习如何影响价值观（尤其是亲社会价值观）的研究非常有限。本研究为通过教育活动促进自我超越的价值途径的进一步研究和讨论提供了启示。目前，关于服务学习如何影响价值观（尤其是亲社会价值观）的研究非常有限。本研究为通过教育活动促进自我超越的价值途径的进一步研究和讨论提供了启示。