Mark Anthony Abenir, Genejane Adarlo

Proceedings of the 19th International Multi-Conference on Society, Cybernetics and Informatics: IMSCI 2025, pp. 39-46 (2025); https://doi.org/10.54808/IMSCI2025.01.39

Mark Anthony Abenir
Department of Development Studies, Ateneo de Manila University, Quezon City, Philippines

Genejane Adarlo
Health Sciences Program, Ateneo de Manila University, Quezon City, Philippines

Cite this paper as:
Abenir, M. A., Adarlo, G. (2025). Motivated to Serve, Driven to Learn: Exploring the Relationship Between Student Motivation and Meaning-Making in Service-Learning. In N. Callaos, J. Horne, B. Sánchez, M. Savoie (Eds.), Proceedings of the 19th International Multi-Conference on Society, Cybernetics and Informatics: IMSCI 2025, pp. 39-46. International Institute of Informatics and Cybernetics. https://doi.org/10.54808/IMSCI2025.01.39

Service-learning integrates classroom instruction with community engagement and fosters meaning-making through real-world applications. The outcomes vary among students due to differences in motivation, which can influence their engagement and perceived benefits. Despite substantial research on service-learning outcomes, the impact of student motivation remains understudied. Based on Self-Determination and Transformative Learning Theories, this study examined how student motivation affects the quality of service-learning experiences. This study involved 34 undergraduate students from Ateneo de Manila University, who completed a survey containing items from the Academic Motivation Scale and Service-Learning Experience Questionnaire. Multiple linear regression analysis revealed that amotivation had a negative effect (β = −0.36, p = .026), and intrinsic motivation had a positive effect (β = 0.57, p = .004) on the quality of the service-learning experience, explaining 36% of the variance (p = .003). Amotivated students struggled to find meaning, whereas intrinsically motivated students reported deeper engagement. These findings provide insight into the role of motivation in fostering meaningful community engagement through service-learning.