Background:

Limited research has examined how service-learning (SL) outcomes align with learning goals proposed for the undergraduate psychology major by the APA Board of Educational Affairs Task Force on Psychology Major Competences.

Objective:

To obtain student perspectives of SL, and to evaluate learning and inform curriculum development of SL specific to psychology learning goals.

Method:

Undergraduate psychology students (N = 400) participated in a concurrent mixed-methods survey examining empathy, civic engagement, and professional identity between students who had and had not taken an upper-division SL course.

Results:

SL students reported increased engagement with APA learning goals of Ethical and Social Responsibility and Professional Development compared to students who did not take SL. SL students scored higher on civic engagement behaviors and professional identity. Students reported wanting more exposure to a range of psychology subdisciplines, various service opportunities, and multicultural diversity to support professional development.

Conclusion:

SL is a high-impact teaching practice that aligns with psychology learning goals.

Teaching Implications:

Findings informed the development of a generalist psychology SL course that introduced students to different domains of psychology. We discuss how to integrate learning activities to increase multicultural and other awareness, motivate social justice action, enhance career clarification, and increase professional self-efficacy.

中文翻译：

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心理学学生希望从服务学习中得到什么

背景：

有限的研究调查了服务学习 (SL) 结果如何与 APA 教育事务委员会心理学专业能力委员会为本科心理学专业提出的学习目标保持一致。

客观的：

获取学生对 SL 的看法，评估学习并为特定于心理学学习目标的 SL 课程开发提供信息。

方法：

本科心理学学生 ( N = 400) 参加了一项同时进行的混合方法调查，该调查调查了曾参加和未参加高年级 SL 课程的学生之间的同理心、公民参与和职业认同感。

结果：

与未参加 SL 的学生相比，SL 学生报告说，他们对道德和社会责任以及专业发展的 APA 学习目标的参与度更高。SL 学生在公民参与行为和职业认同方面得分更高。学生们表示希望更多地接触一系列心理学分支学科、各种服务机会和多元文化，以支持专业发展。

结论：

SL 是一种高影响力的教学实践，符合心理学学习目标。

教学意义：

调查结果为通才心理学 SL 课程的发展提供了信息，该课程向学生介绍了不同的心理学领域。我们讨论如何整合学习活动以提高多元文化和其他意识，激发社会正义行动，提高职业清晰度，并提高职业自我效能。