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Article: Enhancing Chinese college students’ transfer of learning through service-learning

TitleEnhancing Chinese college students’ transfer of learning through service-learning
Authors
Keywordscognitive conflict
engagement
Higher education
service-learning
transfer
Issue Date2019
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03075079.asp
Citation
Studies in Higher Education, 2019, v. 44 n. 8, p. 1316-1331 How to Cite?
AbstractService-learning (SL) is a form of experiential education which promotes student learning through community service and critical reflection. This study aims to examine the effect of SL on Chinese college students’ transfer of learning and to explore the psychological mechanism of such effect. In Phase 1 with 186 Chinese college students, the SL group performed better in the quality of transfer but worse in the quantity of transfer than the traditional group. In Phase 2, survey data from the SL group demonstrated that constructive cognitive conflict had positive effects on behavioral engagement and transfer of learning; behavioral engagement fully mediated the relation between cognitive conflict and transfer of learning; and gender moderated the relation between cognitive conflict and behavioral engagement. This study answered whether and why SL could promote Chinese college students’ transfer of learning. It has significant implications for promoting SL in reforming current teaching practice in China. © 2018, © 2018 Society for Research into Higher Education.
Persistent Identifierhttp://hdl.handle.net/10722/275778
ISSN
2019 Impact Factor: 3.0
2015 SCImago Journal Rankings: 1.160
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorWang, C-
dc.contributor.authorZhang, X-
dc.contributor.authorYao, M-
dc.date.accessioned2019-09-10T02:49:30Z-
dc.date.available2019-09-10T02:49:30Z-
dc.date.issued2019-
dc.identifier.citationStudies in Higher Education, 2019, v. 44 n. 8, p. 1316-1331-
dc.identifier.issn0307-5079-
dc.identifier.urihttp://hdl.handle.net/10722/275778-
dc.description.abstractService-learning (SL) is a form of experiential education which promotes student learning through community service and critical reflection. This study aims to examine the effect of SL on Chinese college students’ transfer of learning and to explore the psychological mechanism of such effect. In Phase 1 with 186 Chinese college students, the SL group performed better in the quality of transfer but worse in the quantity of transfer than the traditional group. In Phase 2, survey data from the SL group demonstrated that constructive cognitive conflict had positive effects on behavioral engagement and transfer of learning; behavioral engagement fully mediated the relation between cognitive conflict and transfer of learning; and gender moderated the relation between cognitive conflict and behavioral engagement. This study answered whether and why SL could promote Chinese college students’ transfer of learning. It has significant implications for promoting SL in reforming current teaching practice in China. © 2018, © 2018 Society for Research into Higher Education.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03075079.asp-
dc.relation.ispartofStudies in Higher Education-
dc.rightsPreprint: This is an Author's Original Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/doi/abs/[Article DOI]. Postprint: This is an Accepted Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online at: http://www.tandfonline.com/doi/abs/[Article DOI].-
dc.subjectcognitive conflict-
dc.subjectengagement-
dc.subjectHigher education-
dc.subjectservice-learning-
dc.subjecttransfer-
dc.titleEnhancing Chinese college students’ transfer of learning through service-learning-
dc.typeArticle-
dc.identifier.emailZhang, X: xzhang1@hku.hk-
dc.identifier.authorityZhang, X=rp02192-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/03075079.2018.1435635-
dc.identifier.scopuseid_2-s2.0-85041553449-
dc.identifier.hkuros303125-
dc.identifier.volume44-
dc.identifier.issue8-
dc.identifier.spage1316-
dc.identifier.epage1331-
dc.identifier.isiWOS:000475404300002-
dc.publisher.placeUnited Kingdom-

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