| Chapter 1: | Introduction |
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Perry’s scheme addresses a student’s ability to confront conflicting values and beliefs and use conflict as a tool of integration and growth. Given the qualitative and exploratory nature of the study described in this book, it was not intended to determine whether there was specific developmental progress along Perry’s scheme. Instead, this study explored if and how the exemplars’ cognitive development may have been impacted based on a series of experiences and subsequent reactions to those experiences. The researcher analyzed a general trend of progress, regression, or no movement along Perry’s scheme.
Service-Learning Model
The service-learning model presents a developmental model based on the interaction of service experiences with students’ values development. Developed by Delve et al. (1990), it describes developmental processes experienced by students engaged in service. The service-learning model draws on Perry’s scheme of intellectual and ethical development. The model describes the development of students’ commitment to service through service experiences. This study provided detailed descriptions of background characteristics of each exemplar and plotted exemplars on the service-learning model upon entrance to college and their position after their involvement in a service-learning program.
Motivation Theory
Indicators of motivation are used to help assess students’ cognitive development. The two primary constructs in the literature examining volunteer motivation are egoism and altruism. Volunteers who conform to the egoism stage appear to be principally self-serving. Those who conform to the altruism stage are primarily motivated to help others (Martin, 1994).