This chapter contributes to knowledge about the relationship between service-learning and undergraduates’ personal development, particularly in the areas of self-management and self-awareness. Students who enrolled in cocurricular learning courses in 2014–2015 at the Education University of Hong Kong were invited to participate in the study. Pre- and post-test surveys were administered to track participants’ development of self-management ability and self-awareness during the course of a semester. It was found that cocurricular activities adopted in the courses, regardless of service or non-service-learning in nature, have helped to improve undergraduates’ self-management abilities. However, students’ self-awareness abilities remained unchanged. Influential elements, namely meaningful experience, reflection, diversity, youth voice, and link to curriculum, were reported to have moderate or marginal correlations with self-management and self-awareness. Possible reasons and implications on the cocurricular course development were elaborated and discussed. Copyright © 2017 Springer Nature Singapore Pte Ltd.
|Title of host publication||Emerging practices in scholarship of learning and teaching in a digital era|
|Editors||Siu Cheung KONG, Tak Lam WONG, Min YANG, Cheuk Fai CHOW, Ka Ho TSE|
|Place of Publication||Singapore|
|ISBN (Print)||9789811033445, 9789811033421, 9811033420|
|Publication status||Published - 2017|
CitationXu, H., & Chan, J. K.-S. (2017). Developing undergraduates’ self-management and self-awareness abilities through service-learning. In S. C. Kong, T. L. Wong, M. Yang, C. F. Chow, & K. H. Tse (Eds.), Emerging practices in scholarship of learning and teaching in a digital era (pp. 171-187). Singapore: Springer.
- Cocurricular activities
- TDG project code: T0154
- Period: TDG 2014-2015
- Teaching Development Grant (TDG)
- Teaching Development Grant (TDG) Output