Self-efficacy in service-learning community action research: theory, research, and practice.
The purpose of this article is threefold: In the first section, an overview of research and theory on the self-efficacy construct is provided, and the central role of self-efficacy in service-learning community action research is demonstrated. The second section reviews over 10 years of research validating the Community Service Self-Efficacy Scale (CSSES), which measures the individual's confidence in his or her own ability to make clinically (meaningfully) significant contributions to the community through service. Within the context of this review, recent (previously unpublished) validation research is also reviewed. Alternate versions of the CSSES, each of which was developed for a specific purpose, are presented. The third section provides recommendations for further research focused on (a) validating the CSSES and (b) examining self-efficacy as an outcome, moderator, and mediating variable in service-learning community action research.
Reeb
Roger N
RN
Department of Psychology, University of Dayton, OH 45469-1430, USA. roger.reeb@notes.udayton.edu
Folger
Susan F
SF
Langsner
Stacey
S
Ryan
Courtney
C
Crouse
Jake
J
D000293:Adolescent; D000328:Adult; D055812:Community-Based Participatory Research; D003479:Curriculum; D005260:Female; D006801:Humans; D008297:Male; D008962:Models, Theoretical; D011231:Preceptorship; D011594:Psychometrics; D012196:Review Literature as Topic; D020377:Self Efficacy; D055815:Young Adult