Effects of whole personal development on the college students' experience of service learning

In this study, researchers conducted a pre-test and a post-test to examine the directed effects of whole personal development on college students service learning experiences in Taiwanese. A total of 49 college students of Fu Jen Catholic University fil led out questionnaires on the positive/negative experience of service learning and whole personal development (including personal growth, interpersonal growth, intellectual growth, and responsibility of citizenship) before and after joining overseas service learning. Hierarchical regression was conducted and the results indicated that responsibility of citizenship positively corresponded to the positive experience of service learning in pre-test and post-test of joining overseas service learning. Meanwhile, the results revealed intellectual growth positively corresponded to the negative experience of service learning in pre-test of joining overseas service learning. This finding implied that responsibility of citizenship played a crucial role to the positive experience of service learning. Furthermore, providing college students a chance to reexamine their intellectual growth (e.g., understanding own limitations of abilities) might decrease the negative experience of service learning.