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<p>Service-learning (German: Lernen durch Engagement, LdE) aims to combine self-determined community engagement with learning. Previous studies have shown that LdE promotes social experiences at school and students’ self-concept in particular; however, corresponding studies have so far been conducted primarily at secondary educational institutions. Therefore, it was the aim of the present study to implement a&#xa0;newly developed brief LdE intervention at a&#xa0;primary school in northern Germany with a&#xa0;total of 124 students. The students conducted 24&#xa0;service-learning projects in cross-grade groups. In a&#xa0;longitudinal pre-post intervention study design, socio-emotional school experiences (social integration, classroom climate, self-concept, positive attitudes towards school, willingness to exert effort, enjoyment of learning, and feeling of being accepted) were assessed. Statistical analyses show that all socio-emotional school experiences improved significantly in grades&#xa0;1 to&#xa0;4. The change score model indicates that the students’ improved attitudes towards school after the service-learning project which can be explained by the increase of social integration. The results indicate that service-learning can contribute to improving the socio-emotional experiences of primary school students.</p>

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„Lernen durch Engagement“ (LdE) als Ansatz zur Förderung sozio-emotionaler Schulerfahrungen: Ergebnisse einer Interventionsstudie in der Grundschule

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年4月30日

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  • Juliane Schlesier,
  • Frances Hoferichter,
  • Friederike Kracht

摘要

Service-learning (German: Lernen durch Engagement, LdE) aims to combine self-determined community engagement with learning. Previous studies have shown that LdE promotes social experiences at school and students’ self-concept in particular; however, corresponding studies have so far been conducted primarily at secondary educational institutions. Therefore, it was the aim of the present study to implement a newly developed brief LdE intervention at a primary school in northern Germany with a total of 124 students. The students conducted 24 service-learning projects in cross-grade groups. In a longitudinal pre-post intervention study design, socio-emotional school experiences (social integration, classroom climate, self-concept, positive attitudes towards school, willingness to exert effort, enjoyment of learning, and feeling of being accepted) were assessed. Statistical analyses show that all socio-emotional school experiences improved significantly in grades 1 to 4. The change score model indicates that the students’ improved attitudes towards school after the service-learning project which can be explained by the increase of social integration. The results indicate that service-learning can contribute to improving the socio-emotional experiences of primary school students.