Purpose of Presentation

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Community Service Self-Efficacy Scale: Community Service Self-Efficacy Scale: Recent Validation Research for a Service-Recent Validation Research for a Service-

Learning Assessment ToolLearning Assessment Tool

Nyssa SnowNyssa Snow(Graduate Student in Clinical Psychology)(Graduate Student in Clinical Psychology)

Roger N. Reeb, Ph.D.Roger N. Reeb, Ph.D.(Faculty Supervisor)(Faculty Supervisor)

University of DaytonUniversity of Dayton

Purpose of PresentationPurpose of Presentation

To briefly review research and theory on the self-To briefly review research and theory on the self-efficacy constructefficacy construct

To explain the role of self-efficacy in service-To explain the role of self-efficacy in service-learning and engaged scholarship.learning and engaged scholarship.

To review over 15 years of research and new To review over 15 years of research and new validation research on the Community Service Self-validation research on the Community Service Self-Efficacy Scale (CSSES).Efficacy Scale (CSSES).

To provide recommendations for future research.To provide recommendations for future research.

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Definition of Self-EfficacyDefinition of Self-Efficacy

“…“…an expectation of personal mastery…”an expectation of personal mastery…”Source: Bandura (1977, p. 191)Source: Bandura (1977, p. 191)

“…“…self-appraisal of operative capability…”self-appraisal of operative capability…”Source: Bandura (1982, p. 123)Source: Bandura (1982, p. 123)

“…“…a conviction that one can execute the a conviction that one can execute the behavior required to produce behavior required to produce the [desired] outcomes…”the [desired] outcomes…”

Source: Bandura (1977, p. 193)Source: Bandura (1977, p. 193)

“…“…a belief in one’s capabilities to organize and execute a belief in one’s capabilities to organize and execute the courses of action required to manage prospective the courses of action required to manage prospective situations…”situations…”

Source: Bandura (1995, p. 2)Source: Bandura (1995, p. 2)

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Sources of Efficacy InformationSources of Efficacy Information

Enactive Mastery ExperiencesEnactive Mastery Experiences– Past success and failure in the situationPast success and failure in the situation

Vicarious ExperiencesVicarious Experiences– Observations of how others cope in the situationObservations of how others cope in the situation

Verbal PersuasionVerbal Persuasion– Encouragement and discouragement from othersEncouragement and discouragement from others

Anticipatory ArousalAnticipatory Arousal– Emotional and physiological reactivityEmotional and physiological reactivity

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Self-Efficacy vs. Outcome ExpectationsSelf-Efficacy vs. Outcome Expectations

Bandura’s Distinction: Bandura’s Distinction: “…“…self-efficacy is a judgment of one’s ability to organize and self-efficacy is a judgment of one’s ability to organize and execute given types of performances, whereas an outcome execute given types of performances, whereas an outcome expectation is a judgment of the likely consequences such expectation is a judgment of the likely consequences such actions would produce…”actions would produce…”

– Source: Bandura (1997, p. 21)Source: Bandura (1997, p. 21)

Relevance of Distinction for Service-Learning:Relevance of Distinction for Service-Learning:“…“…In the area of service-learning,…a student may believe that a In the area of service-learning,…a student may believe that a particular set of actions (e.g., performing as a literacy tutor) particular set of actions (e.g., performing as a literacy tutor) would make a positive difference in the community, but if the would make a positive difference in the community, but if the student has serious doubts as to whether he or she has the student has serious doubts as to whether he or she has the capacity to perform the set of actions, such information would capacity to perform the set of actions, such information would not influence the student’s behavior…”not influence the student’s behavior…”

– Source: Reeb et al. (1998, p. 48)Source: Reeb et al. (1998, p. 48)

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Self-Efficacy: Overview of ResearchSelf-Efficacy: Overview of Research

Three decades of research supports Bandura’s Three decades of research supports Bandura’s (1977) original hypothesis:(1977) original hypothesis:

– “…“…expectations of personal efficacy determine whether expectations of personal efficacy determine whether coping behavior is initiated, how much effort will be coping behavior is initiated, how much effort will be expended, and how long it will be sustained in the face of expended, and how long it will be sustained in the face of obstacles and aversive experiences…”obstacles and aversive experiences…”

Across situations, circumstances, and Across situations, circumstances, and populations, research indicates that:populations, research indicates that:

– Self-efficacy improves in individuals over the course of Self-efficacy improves in individuals over the course of interventions, treatments, or training experiences.interventions, treatments, or training experiences.

– Self-efficacy is positively correlated with future Self-efficacy is positively correlated with future performance attainments and inversely correlated with performance attainments and inversely correlated with anxiety during performance.anxiety during performance.

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Community Service Self-Efficacy ScaleCommunity Service Self-Efficacy Scale(CSSES) - See Appendix A(CSSES) - See Appendix A

Purpose:Purpose:““The CSSES was constructed to assess the The CSSES was constructed to assess the individual’s confidence in his or her own ability to individual’s confidence in his or her own ability to make clinically significant contributions to the make clinically significant contributions to the community through service.”community through service.”

Source: Reeb et al. (1998, p. 48)Source: Reeb et al. (1998, p. 48)

Intended Uses:Intended Uses:The CSSES was intended for use as an outcome The CSSES was intended for use as an outcome variable, mediating variable, or moderator variable variable, mediating variable, or moderator variable in service-learning, engaged scholarship, and in service-learning, engaged scholarship, and other community action research.other community action research.

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Rationale for the CSSESRationale for the CSSES

The construct of self-efficacy is inherently pertinent to The construct of self-efficacy is inherently pertinent to the goals of service-learning.the goals of service-learning.

CSSES fills a void, since most measures used in CSSES fills a void, since most measures used in service-learning research focused on…service-learning research focused on…

Motives (e.g., reasons to engage in service)Motives (e.g., reasons to engage in service)Values (e.g., social responsibility)Values (e.g., social responsibility)Beliefs and Attitudes (e.g., obligation to serve)Beliefs and Attitudes (e.g., obligation to serve)Perceived community needsPerceived community needs

Self-Efficacy is considered a core element of the Self-Efficacy is considered a core element of the civic-minded graduate (Bringle & Steinberg, 2010).civic-minded graduate (Bringle & Steinberg, 2010).

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The Community Service Self-Efficacy ScaleThe Community Service Self-Efficacy Scale

1-------2-------3-------4-------5-------6-------7-------8-------9-------101-------2-------3-------4-------5-------6-------7-------8-------9-------10QuiteQuite Certain Certain

UncertainUncertain

____ 1. If I choose to participate in community service in the future, I will be able to make a meaningful____ 1. If I choose to participate in community service in the future, I will be able to make a meaningful contribution. contribution.

____ 2. In the future, I will be able to find community service opportunities which are relevant to my ____ 2. In the future, I will be able to find community service opportunities which are relevant to my interests and abilities. interests and abilities.

____ 3. I am confident that, through community service, I can help in promoting social justice.____ 3. I am confident that, through community service, I can help in promoting social justice.

____ 4. I am confident that, through community service, I can make a difference in my community.____ 4. I am confident that, through community service, I can make a difference in my community.

____ 5. I am confident that I can help individuals in need by participating in community service activities.____ 5. I am confident that I can help individuals in need by participating in community service activities.

____ 6. I am confident that, in future community service activities, I will be able to interact with relevant ____ 6. I am confident that, in future community service activities, I will be able to interact with relevant professionals in ways that are meaningful and effective.professionals in ways that are meaningful and effective.

____ 7. I am confident that, through community service, I can help in promoting equal opportunity for ____ 7. I am confident that, through community service, I can help in promoting equal opportunity for citizens. citizens.

____ 8. Through community service, I can apply knowledge in ways that solve “real-life” problems.____ 8. Through community service, I can apply knowledge in ways that solve “real-life” problems.

____ 9. By participating in community service, I can help people to help themselves.____ 9. By participating in community service, I can help people to help themselves.

____10. I am confident that I will participate in community service activities in the future.____10. I am confident that I will participate in community service activities in the future.

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Reliability of CSSESReliability of CSSES

Internal ConsistencyInternal Consistency– Coefficient alpha consistently above .90Coefficient alpha consistently above .90

Test-Retest Reliability (Temporal Consistency)Test-Retest Reliability (Temporal Consistency)

– The pre- to post-semester reliability coefficient was The pre- to post-semester reliability coefficient was high in magnitude (high in magnitude (rr = .68) and statistically significant = .68) and statistically significant in studies of college students.in studies of college students.

– Over a six-month period, the coefficient was high in Over a six-month period, the coefficient was high in magnitude (magnitude (rr = .93) and statistically significant in a = .93) and statistically significant in a study of adolescents on probation.study of adolescents on probation.

Reliability of CSSES Reliability of CSSES (continued)(continued)

Alternate-Forms ReliabilityAlternate-Forms Reliability

– Community Service Self-Efficacy Scale – Sensitive to Community Service Self-Efficacy Scale – Sensitive to Change (CSSES-SC) (see Appendix B)Change (CSSES-SC) (see Appendix B)

An alternate form that prevents An alternate form that prevents ceiling effectsceiling effects by asking by asking participants to compare themselves to participants to compare themselves to “an individual with 10 “an individual with 10 years of community service experience” years of community service experience” as they rate itemsas they rate items

Reliability Coefficient:Reliability Coefficient:

NN = 272, = 272, rr = .57, = .57, pp < .001 < .001

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Reliability of CSSES Reliability of CSSES (continued)(continued)

Alternate-Forms ReliabilityAlternate-Forms Reliability

– Community Service Self-Efficacy Scale - Community Service Self-Efficacy Scale - Retrospective Version (CSSES-RV) (Appendix C)Retrospective Version (CSSES-RV) (Appendix C)

An alternate form designed to assess students’ retrospective An alternate form designed to assess students’ retrospective perceptions of a course’s contribution to their self-efficacy for perceptions of a course’s contribution to their self-efficacy for service.service.

Reliability Coefficient:Reliability Coefficient:

NN = 272, = 272, prpr = .52, = .52, pp < .001 < .001

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Factor Structure of CSSESFactor Structure of CSSES

A factor analysis was conducted with a large A factor analysis was conducted with a large sample of college students (sample of college students (NN = 676). = 676).

CSSES items and items reflecting related CSSES items and items reflecting related constructs were factor analyzed.constructs were factor analyzed.

CSSES items loaded heavily on a separate CSSES items loaded heavily on a separate unique factor, suggesting that the CSSES is unique factor, suggesting that the CSSES is unidimensional.unidimensional.

Defining the Nomological Network Defining the Nomological Network of the CSSESof the CSSES

As first explained by Cronbach and Meehl As first explained by Cronbach and Meehl (1955), defining the nomological network for a (1955), defining the nomological network for a measure involves examining…measure involves examining…

– Discriminant ValidityDiscriminant Validity

– Convergent ValidityConvergent Validity

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Discriminant Validity of CSSESDiscriminant Validity of CSSES

Social DesirabilitySocial Desirability– Social Desirability Scale (Crowne & Marlowe, 1960)Social Desirability Scale (Crowne & Marlowe, 1960)

NN = 394, = 394, rr = .09, = .09, pp > .05 > .05

– Balanced Inventory of Desirable Responding (Paulhus, 1988)Balanced Inventory of Desirable Responding (Paulhus, 1988)

Total: Total: N N = 272, = 272, rr = .16, = .16, p p = .007= .007

Self-Deception: Self-Deception: N N = 272, = 272, rr = .07, = .07, pp > .05 > .05

Impression Management: Impression Management: N N = 272, = 272, rr = .19, = .19, pp = .002 = .002

Discriminant Validity of CSSES Discriminant Validity of CSSES (continued)(continued)

Social AlienationSocial Alienation

– Powerlessness Scale (Neal & Groat, 1974)Powerlessness Scale (Neal & Groat, 1974)

NN = 121, = 121, prpr = -.37, = -.37, pp < .001 < .001

– Dean Alienation Scale (Dean, 1961)Dean Alienation Scale (Dean, 1961)

NN = 608, = 608, prpr = -.14, = -.14, pp < .01 < .01

– Anomia Scale (Srole, 1956)Anomia Scale (Srole, 1956)

NN = 121, = 121, prpr = -.29, = -.29, pp < .01 < .01

– Alienation Scale (Maddi et al., 1979)Alienation Scale (Maddi et al., 1979)

NN = 121, = 121, prpr = -.23, = -.23, pp < .05 < .051616

Convergent Validity of CSSESConvergent Validity of CSSES

Generalized Self-EfficacyGeneralized Self-Efficacy

– New General Self-Efficacy Scale (Chen et al., 2001)New General Self-Efficacy Scale (Chen et al., 2001)

–N N = 608, = 608, rr = .29, = .29, pp < .001 < .001

– General Self-Efficacy Scale (Sherer et al., 1982)General Self-Efficacy Scale (Sherer et al., 1982)

–N N = 608, = 608, rr = .24, = .24, pp < .001 < .001

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Convergent Validity of CSSESConvergent Validity of CSSES(continued)(continued)

Behavioral Intentions for Civic ActionBehavioral Intentions for Civic Action

– Civic Action Scale (Moely et al., 2002)Civic Action Scale (Moely et al., 2002)

NN = 608, = 608, prpr = .65, = .65, pp < .001 < .001

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HopeHope

– The Hope Scale (Snyder et al., 1991)The Hope Scale (Snyder et al., 1991)

NN = 608, = 608, prpr = .27, = .27, pp < .001 < .001

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Self-EsteemSelf-Esteem

– Rosenberg (1965) Self-Esteem ScaleRosenberg (1965) Self-Esteem Scale

NN = 608, = 608, prpr = .17, = .17, pp < .001 < .001

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GenerativityGenerativity

– Loyola Generativity Scale Loyola Generativity Scale (McAdams & de St. Aubin, 1992)(McAdams & de St. Aubin, 1992)

NN = 272, = 272, prpr = .42, = .42, pp < .001 < .001

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Growth MotivationGrowth Motivation

– Growth Motivation Index (Park et al., 2009)Growth Motivation Index (Park et al., 2009)

NN = 272, = 272, prpr = .36, = .36, pp < .001 < .001

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EmpathyEmpathy

– Multidimensional Emotional Empathy Scale Multidimensional Emotional Empathy Scale (Caruso & Mayer, 1998)(Caruso & Mayer, 1998)

NN = 272, = 272, prpr = .47, = .47, pp < .001 < .001

– Interpersonal Reactivity Scale Interpersonal Reactivity Scale (Davis, 1983)(Davis, 1983)

NN = 272, = 272, prpr = .32, = .32, pp < .001 < .001

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Five Personality Factors Five Personality Factors (International Personality Item Pool website: (International Personality Item Pool website: http://ipip.ori.org/))

Reeb et al, 2010 hypothesized “that individuals with a high level of community Reeb et al, 2010 hypothesized “that individuals with a high level of community service self-efficacy tend to have the following personality pattern: low neuroticism, service self-efficacy tend to have the following personality pattern: low neuroticism, high extraversion, and high agreeableness”high extraversion, and high agreeableness”

Also hypothesized that those high in community service self-efficacy would also have Also hypothesized that those high in community service self-efficacy would also have moderate elevations in openness to experience and conscientiousness.moderate elevations in openness to experience and conscientiousness.

– Extraversion: Extraversion: NN = 534, = 534, prpr = .26, = .26, pp < .05 < .05

– Agreeableness: Agreeableness: NN = 534, = 534, prpr = .32, = .32, pp < .05 < .05

– Conscientiousness: Conscientiousness: NN = 534, = 534, prpr = .26, = .26, pp < .05 < .05

– Openness to Experience: Openness to Experience: NN = 534, = 534, prpr = .14, = .14, pp < .05 < .05

– Neuroticism: Neuroticism: NN = 534, = 534, prpr = -.14, = -.14, pp < .05 < .05

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Civic-Minded GraduateCivic-Minded Graduate

– Civic-Minded Graduate Scale Civic-Minded Graduate Scale (Steinberg, Hatcher, & Bringle, 2011)(Steinberg, Hatcher, & Bringle, 2011)

Total: Total: NN = 177, = 177, prpr = .46, = .46, pp < .001 < .001

DispositionsDispositions: : NN = 177, = 177, prpr = .50, = .50, pp < .001 < .001

Efficacy: Efficacy: NN = 177, = 177, prpr = .46, = .46, pp < .001 < .001

Valuing Community Engagement: Valuing Community Engagement: NN = 177, = 177, prpr = .46, = .46, pp < .001< .001

Social Trustee of Knowledge: Social Trustee of Knowledge: NN = 177, = 177, prpr = .48, = .48, pp < .001< .001

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Criterion-Related (Concurrent) Criterion-Related (Concurrent) Validity of CSSESValidity of CSSES

Across studies, the method of contrasting groups Across studies, the method of contrasting groups indicates that students who pursue service-indicates that students who pursue service-learning have higher CSSES scores than those learning have higher CSSES scores than those who do not.who do not.

For example, one study reported by Reeb et al. For example, one study reported by Reeb et al. (1998) demonstrated a direct linear pattern: the (1998) demonstrated a direct linear pattern: the more types of service that students participated more types of service that students participated in, the higher were their CSSES scores.in, the higher were their CSSES scores.

In that study, multiple regression analyses In that study, multiple regression analyses indicated: Among several measures of service-indicated: Among several measures of service-related beliefs or values, the CSSES was the best related beliefs or values, the CSSES was the best predictor of service involvement and satisfaction.predictor of service involvement and satisfaction.

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Sensitivity in Detecting ChangesSensitivity in Detecting ChangesIn quasi-experimental research (i.e., service-learning In quasi-experimental research (i.e., service-learning students vs. non-participants), the CSSES has detected students vs. non-participants), the CSSES has detected changes in self-efficacy during service.changes in self-efficacy during service.

However, when students have strong service However, when students have strong service backgrounds at pre-test, a CSSES ceiling effect may backgrounds at pre-test, a CSSES ceiling effect may preclude detection of self-efficacy improvements.preclude detection of self-efficacy improvements.

An alternate form (Appendix B) is more sensitive in An alternate form (Appendix B) is more sensitive in detecting changes in this situation.detecting changes in this situation.

When pre-test assessment is not possible, an alternate When pre-test assessment is not possible, an alternate retrospective form is useful (Appendix C).retrospective form is useful (Appendix C).

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Sensitivity to Intervention EffectsSensitivity to Intervention Effects (Continued)(Continued)

Adolescents with felony offenses (Adolescents with felony offenses (NN = 40) were matched = 40) were matched for age and randomly assigned to conditions (Reeb, 2006):for age and randomly assigned to conditions (Reeb, 2006):

– Community Service Diversion Program (Community Service Diversion Program (nn = 20) = 20)– Routine Probation (Routine Probation (nn = 20) = 20)

Results:Results:– Adolescents in the Community-Based Diversion Program had Adolescents in the Community-Based Diversion Program had

increases in CSSES scores over a six-month period.increases in CSSES scores over a six-month period.

– Adolescents in Routine Probation did not show changes in CSSES Adolescents in Routine Probation did not show changes in CSSES scores.scores.

– Recidivism was more likely for adolescents in Routine Probation Recidivism was more likely for adolescents in Routine Probation (13 out of 20 cases) than for adolescents in the Community Service (13 out of 20 cases) than for adolescents in the Community Service Diversion Program (5 out of 20 cases).Diversion Program (5 out of 20 cases).

CSSES: Gender Differences CSSES: Gender Differences

Across studies, females score higher on the CSSES.Across studies, females score higher on the CSSES.

The gender difference is small-to-moderate, The gender difference is small-to-moderate, statistically significant, and consistently observed.statistically significant, and consistently observed.

While males score higher on measures of general While males score higher on measures of general self-efficacy, the current finding is consistent with self-efficacy, the current finding is consistent with the finding that females score higher on measures the finding that females score higher on measures of…of…

– intentions for community serviceintentions for community service– obligation for community serviceobligation for community service– positive attitudes toward community servicepositive attitudes toward community service 2929

Recommendations for Future Recommendations for Future

Two General Sets of Research Recommendations:Two General Sets of Research Recommendations:

– Further validation research on psychometric Further validation research on psychometric properties of CSSESproperties of CSSES

– Research capturing the complexities of the self-Research capturing the complexities of the self-efficacy construct in service-learning and engaged efficacy construct in service-learning and engaged scholarshipscholarship

In general, prospective longitudinal research would be In general, prospective longitudinal research would be ideal. It would allow consideraton of Bandura’s (1978) ideal. It would allow consideraton of Bandura’s (1978) principle of reciprocal determinismprinciple of reciprocal determinism in examining changes in examining changes in self-efficacy that emerge over time in individuals in self-efficacy that emerge over time in individuals involved in community service. involved in community service.

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CSSES: Future Validation ResearchCSSES: Future Validation Research

Fully define the nomological network of the CSSES by Fully define the nomological network of the CSSES by continuing to examine convergent and discriminant validitycontinuing to examine convergent and discriminant validity..

Further validation of alternate CSSES versions to assure Further validation of alternate CSSES versions to assure that they address assessment problems as intended.that they address assessment problems as intended.

Translate CSSES into different languages.Translate CSSES into different languages.

Cross validation research with diverse populations and Cross validation research with diverse populations and individuals in different cultures.individuals in different cultures.

Determine utility of CSSES for assessing changes in Determine utility of CSSES for assessing changes in community members within the context of service-learning community members within the context of service-learning and engaged scholarship.and engaged scholarship.

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Research Capturing Complexities of Research Capturing Complexities of the Self-Efficacy Constructthe Self-Efficacy Construct

How does community service self-efficacy change in students How does community service self-efficacy change in students as they encounter success and failure experiences during as they encounter success and failure experiences during service provision?service provision?

Does community service self-efficacy moderate or mediate Does community service self-efficacy moderate or mediate other student outcomes (or community outcomes) during other student outcomes (or community outcomes) during service-learning?service-learning?

How do different How do different reflection methodsreflection methods influence the community influence the community service self-efficacy of students in service-learning?service self-efficacy of students in service-learning?

Does self-efficacy predict future community service?Does self-efficacy predict future community service?

Does self-efficacy predict community service effectiveness?Does self-efficacy predict community service effectiveness?

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Appendix A: The Community Service Self-Efficacy ScaleAppendix A: The Community Service Self-Efficacy Scale

1-------2-------3-------4-------5-------6-------7-------8-------9-------101-------2-------3-------4-------5-------6-------7-------8-------9-------10QuiteQuite Certain Certain

UncertainUncertain

____ 1. If I choose to participate in community service in the future, I will be able to make a meaningful____ 1. If I choose to participate in community service in the future, I will be able to make a meaningful contribution. contribution.

____ 2. In the future, I will be able to find community service opportunities which are relevant to my ____ 2. In the future, I will be able to find community service opportunities which are relevant to my interests and abilities. interests and abilities.

____ 3. I am confident that, through community service, I can help in promoting social justice.____ 3. I am confident that, through community service, I can help in promoting social justice.

____ 4. I am confident that, through community service, I can make a difference in my community.____ 4. I am confident that, through community service, I can make a difference in my community.

____ 5. I am confident that I can help individuals in need by participating in community service activities.____ 5. I am confident that I can help individuals in need by participating in community service activities.

____ 6. I am confident that, in future community service activities, I will be able to interact with relevant ____ 6. I am confident that, in future community service activities, I will be able to interact with relevant professionals in ways that are meaningful and effective.professionals in ways that are meaningful and effective.

____ 7. I am confident that, through community service, I can help in promoting equal opportunity for ____ 7. I am confident that, through community service, I can help in promoting equal opportunity for citizens. citizens.

____ 8. Through community service, I can apply knowledge in ways that solve “real-life” problems.____ 8. Through community service, I can apply knowledge in ways that solve “real-life” problems.

____ 9. By participating in community service, I can help people to help themselves.____ 9. By participating in community service, I can help people to help themselves.

____10. I am confident that I will participate in community service activities in the future.____10. I am confident that I will participate in community service activities in the future.

Appendix B: The Community Service Self-Efficacy Scale – Appendix B: The Community Service Self-Efficacy Scale – Sensitive to Change Version (CSSES-SC)Sensitive to Change Version (CSSES-SC)

1-------2-------3-------4-------5-------6-------7-------8-------9-------101-------2-------3-------4-------5-------6-------7-------8-------9-------10 Less than the Less than the Greater than the Greater than the

experienced participant experienced participant experienced participant experienced participant

Compared to an individual with 10 years of community service experience, how confident are Compared to an individual with 10 years of community service experience, how confident are you about…you about…

____ 1. …making a meaningful contributions to the community through service? ____ 1. …making a meaningful contributions to the community through service?

____ 2. …finding community service opportunities that are relevant to your interests and abilities?____ 2. …finding community service opportunities that are relevant to your interests and abilities?

____ 3. …helping to promote social justice through community service? ____ 3. …helping to promote social justice through community service?

____ 4. …making a difference in your community through service?____ 4. …making a difference in your community through service?

____ 5. …helping individuals in need by participating in community service activities?____ 5. …helping individuals in need by participating in community service activities?

____ 6. …interacting with professionals in meaningful and effective ways in future community service?____ 6. …interacting with professionals in meaningful and effective ways in future community service?

____ 7. ...helping to promote equal opportunity for citizens?____ 7. ...helping to promote equal opportunity for citizens?

____ 8. …applying knowledge in ways that solve “real-life” problems?____ 8. …applying knowledge in ways that solve “real-life” problems?

____ 9. …helping people to help themselves?____ 9. …helping people to help themselves?

____ 10. …being willing to participate in community service in the future? ____ 10. …being willing to participate in community service in the future?

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Appendix C: The Community Service Self-Efficacy Scale - Appendix C: The Community Service Self-Efficacy Scale - Retrospective Version (CSSES-RV)Retrospective Version (CSSES-RV)

1-------2-------3-------4-------5-------6-------7-------8-------9-------101-------2-------3-------4-------5-------6-------7-------8-------9-------10

Quite Quite Certain Certain UncertainUncertain

This course increased or strengthened my confidence that, in the future, I will be able to…This course increased or strengthened my confidence that, in the future, I will be able to…

____ 1. …make meaningful contributions to the community through service. ____ 1. …make meaningful contributions to the community through service.

____ 2. …find community service opportunities which are relevant to my interests and abilities.____ 2. …find community service opportunities which are relevant to my interests and abilities.

____ 3. …help in promoting social justice through community.____ 3. …help in promoting social justice through community.

____ 4. …service.make a difference in the community through community service.____ 4. …service.make a difference in the community through community service.

____ 5. …help individuals in need by participating in community service activities.____ 5. …help individuals in need by participating in community service activities.

____ 6. …interact with relevant community professionals in ways that are meaningful and effective.____ 6. …interact with relevant community professionals in ways that are meaningful and effective.

____ 7. …help in promoting equal opportunity for citizens through my community service activities.____ 7. …help in promoting equal opportunity for citizens through my community service activities.

____ 8. …apply my knowledge to community service in ways that help to solve “real-life” problems.____ 8. …apply my knowledge to community service in ways that help to solve “real-life” problems.

____ 9. …help people to help themselves as I engage in community.____ 9. …help people to help themselves as I engage in community.

____ 10. …commit myself to community service. ____ 10. …commit myself to community service. 3535

Questions & DiscussionQuestions & Discussion

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Thank you for attending!Thank you for attending!

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Purpose of Presentation

Documents

efficacy constructto

efficacy scale csses

goals of service

area of service

community action research

future research

years of research

recent validation research