Service-Learning and Undergraduates: Exploring Connections between Ambiguity Tolerance, Empathy, and Motivation in an Overseas Service Trip

Abstract

As service-learning becomes more common in undergraduate education, further research is needed around assessing student learning outcomes and character development. One component of high-quality service-learning is written reflection, which has the potential to capture a wealth of data on learner characteristics. This study evaluated learners’ behavior and motivation to participate in service trips, the development of personality characteristics, and the revelation of those characteristics in reflection using Winne and Hadwin’s 1998 model of the self-regulated learner as it relates to the service-learning context. Researchers analyzed connections between learner experiences and changes in their ambiguity tolerance, empathy, and motivation via pre- and posttest surveys and reflection data. Relationships were identified between motivation and satisfaction, as well as frequency of reflection and personal change. The author offers a profile of an “optimal” overseas service-learner for consideration.