Service-learning within integrated projects is associated with improvements in students' self-efﬁcacy, self-esteem, social responsibility, and community participation

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Students in integrated quality projects using service-learning reported improvements in self-efﬁcacy, self-esteem, positive attitudes towards school, and increased community-participation behaviors. → Naval 2022 q2 i? Students also showed greater social responsibility, community awareness, teamwork skills, commitment to their community, self-esteem, and personal satisfaction. → Naval 2022 (2)

Evidence¶

Naval 2022¶

Naval, C.; Villacís, J.L.; Ibarrola-García, S. (2022). The Transversality of Civic Learning as the Basis for Development in the University. Educ. Sci. 2022, 12, 240. https://doi.org/10.3390/educsci12040240

q2 · i? · review · r2

The article cites reviewed studies of integrated quality projects using service-learning, reporting student self-reported improvements in self-efﬁcacy, self-esteem, attitudes, and community-participation behaviors. No effect sizes or sample details are printed in the article.

"For instance, evidence of the impact can be found in integrated quality projects that used service-learning as a methodology. Students reported improvements in self-efﬁcacy, self-esteem, positive attitudes towards school, and an increase in behaviors related to community participation"

Naval 2022 (2)¶

q2 · i? · theoretical · r2

A second reviewed finding attributes greater social responsibility, community awareness, teamwork skills, and peer cohesion to participation in well-deﬁned projects with structured activities promoting democratic values. Reported second-hand; no effect sizes printed.

"Students also showed greater social responsibility, community awareness, teamwork skills, commitment to their community, self-esteem, and personal satisfaction [41]. At the same time, participation in well-deﬁned projects, with structured activities promoting democratic values, has been shown to favor cohesion and relationship between peers"

Studies bearing on this claim¶

Does community-based or service learning change civic commitment, attitudes and self-reported growth? This table gathers the studies behind this claim and the 5 narrower claims that bear on it: 3 distinct studies (1 review, 1 associational, 1 causal), q2, 0 of 3 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Study	Design	Effect as recorded	Bears on this claim through
Naval 2022	q2 · review · r2	i?	this claim
Susan E. Sporte and Joseph E. Kahne 2007	q2 · associational · r2	i?	Service learning and in-class civic learning opportunities are more strongly associated wi (supports); Students who witnessed concern for community and current events at home, in the neighborho (supports)
Building Decision Skills 2006	q2 · causal · r?	i?	Building Decision Skills combined with service learning has potentially positive effects o (supports); Effects favoring the curriculum-plus-service-learning condition over service-learning alon (qualifies); Building Decision Skills plus service learning showed no statistically significant effects (counts against)

Discussion¶

Learner Variables¶

Civic Mindedness — outcome: instruction changes it

Project-based learning improves achievement — the general claim this finding bears on, with the studies behind it
Cooperation compared with individualistic efforts typically results in higher achievement, greater retention, and greater social competence and self-esteem — related
Reviewed studies report experiential learning benefits for engagement, skills, confidence and outcomes in human services education — related
Properly conducted LRE programs can reduce delinquent tendencies and improve citizenship attitudes — related
Conflict and antagonism with community partners negatively correlate with social justice and diversity attitudes — related
Positive relationships with professors, community partners, and peer mentors are associated with increased intention to be civically engaged — related
Professor-student relationship quality correlates with multiple civic engagement outcomes in both directions — related
Instructors perceive that experiential learning cultivates enjoyment, satisfaction, and self-confidence through peer and community engagement (beauty) — related
Successful program completion increased participants' self-confidence, self-esteem, and autonomy, which aided their settlement and integration into Canadian society — related
Building Decision Skills plus service learning showed no statistically significant effects on self-esteem, general social responsibility, or anticipated community participation — related
Service learning and in-class civic learning opportunities are more strongly associated with high school students' later commitment to civic participation than the other school, family and community factors studied — related
Schools fostering high self-esteem and social and scholastic success reduce the likelihood of emotional and behavioral disturbance — related
Social and emotional competence can be enhanced through explicit instruction, teaching practices, and curriculum integration — a broader claim this one bears on
Traditional student participation mechanisms in Spain have been shown to be inefficient for promoting civic commitment — related
Extracurricular activities provide only modest support for civic commitment, and sports participation is unrelated to it — related
Building Decision Skills combined with service learning has potentially positive effects on high school students' knowledge, attitudes, and values — related
Open inquiry positively influences students' attitudes towards science, including satisfaction, collaboration and self-confidence — related

Page metadata

Field	Value
`type`	`claim`
`id`	`service-learning-improves-civic-and-personal-outcomes`
`title`	`Service-learning within integrated projects is associated with improvements in students' self-efﬁcacy, self-esteem, social responsibility, and community participation`
`description`	`Service-learning within integrated projects is associated with improvements in students' self-efﬁcacy, self-esteem, social responsibility, and community participation`
`status`	`review`
`evidence_strength`	`weak`
`newest_evidence`	`2022`
`generated`	by `process:wiki-ingest` on `2026-09-26`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `naval-2022`, `naval-2022-2`

Frontmatter is the page's machine-readable record — see the Schema & Guide.

Service-learning within integrated projects is associated with improvements in students' self-efﬁcacy, self-esteem, social responsibility, and community participation¶