Engaging Students in the Agricultural Education Model: Factors Affecting Student Participation in the National Ffa Organization

Talbert, B. Allen; Balschweid, Mark

doi:10.5032/jae.2004.01029

Cited by 27 publications

(22 citation statements)

References 9 publications

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“…Basic demographics for the respondents are presented in Table 1. Results from a 1999 National FFA Organization study (Balschweid & Talbert, 2000;Talbert & Balschweid, 2004) are provided as a comparison. The 1999 study was a mailed questionnaire to 500 FFA members with a 52% response rate.…”

Section: Resultsmentioning

confidence: 99%

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Career Aspirations of Selected Ffa Members

Talbert¹,

Balschweid²

2006

JAE

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This descriptive study conducted in 2003 utilized random sampling techniques for accessing the 450,000 members of the National FFA Organization. The purpose of the study was to describe career aspirations of FFA members within, and related to, USDE career clusters, Supervised Agricultural Experiences, Career Development Event participation and career related demographic indicators. The study compared results to a similar study conducted in 1999. The data revealed that FFA members are busy with involvement in multiple sports and multiple clubs within their school and that a majority hold a job. FFA members across the nation consistently connect to agriculture with over half of all respondents reporting involvement in raising animals or crops as an SAE. The data revealed that FFA members strongly associate with production practices in agriculture through their involvement in FFA activities. Eighty-seven percent of all respondents aspire to some form of post-secondary education or technical training. One-third of all respondents indicated their first choice of careers within the USDE career clusters to be agriculture while health sciences received 14%. A recommendation is that the National FFA Organization develop activities and awards programs that emphasize skills and careers found within the broader life sciences industry.

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Section: Resultsmentioning

confidence: 99%

“…The questionnaire was modified from a 1999 National FFA Organization study (Balschweid & Talbert, 2000;Talbert & Balschweid, 2004) by adding questions and rewording questions that appeared confusing. Face, content, and construct validity was established with the assistance of management at the National FFA Organization.…”

Section: Methodsmentioning

confidence: 99%

Career Aspirations of Selected Ffa Members

Talbert¹,

Balschweid²

2006

JAE

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“…Research among enrollment, FFA membership, and SAE participation has suggested positive relationships between FFA membership and SAE participation (Retallick & Martin, 2008;Talbert & Balschweid, 2004;Thompson & Shumacher, 1998;White & Pals, 2004). Research also suggested a positive economic impact resulting from SAE (Graham & Birkenholz, 1999;Retallick & Martin, 2005;West & Iverson, 1999), including a positive return on investment (Retallick & Martin, 2005).…”

Section: Introduction and Review Of Literaturementioning

confidence: 99%

Implementation of Supervised Agricultural Experience Programs: The agriculture teachers’ perspective

Retallick¹

2010

JAE

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The purpose of this qualitative exploratory study was to examine how agriculture teachers implement supervised agricultural experience (SAE). A combination of focus groups and individual telephone interviews were conducted. Iowa agriculture teachers offered SAE because it is (a) a means of developing life skills, (b) a component of the FFA award system, and (c) theoretically, one-third of the agricultural education model. Although agriculture teachers were able to talk conceptually and theoretically about the benefits and value of SAE, they did not necessarily practice SAE in that manner. The method in which teachers implemented SAE programs varied considerably as did the means by which they conducted their SAE programs. Five factors were identified that limited SAE: (a) changing demographics and societal attitudes, (b) mechanics and structure of schools, (c) resource availability, (d) image, and (e) the agricultural education system. These findings would indicate that there is dissonance between (a) theory and practice, and (b) experience and learning of SAE. It is recommended that the purpose of SAE be further refined, communication regarding the value of SAE be increased among the stakeholders, creative and innovated approaches to SAE be explored, and the complete experiential learning model be incorporated into SAE programming.

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“…This difference between what teachers and students believe clarifies the need to assess motivation directly from a youth participant perspective. To better understand youth participation, it is important to identify motivational factors from the youth's perspectives (Russell et al, 2009;Talbert & Balschweid, 2004) and determine relationships among youth motivation factors. Jones, Knobloch, and Orvis (2011) found that youth motivation had an important role in developing career-related competencies when participating in a Horticulture CDE.…”

Section: Introductionmentioning

confidence: 99%

Development and Validation of an Instrument to Assess Youth Motivation to Participate in Career Development Events

Knobloch¹,

Brady²,

Orvis³

et al. 2016

JAE

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Career development events develop career and life skills in youth, but limited work has been done to assess the motivation of students who participate in these events. The purpose of this study was to validate an instrument developed to measure youth motivation to participate in career development events. An instrument grounded in expectancy-value motivation was developed to assess student motivation of youth participants (N = 2,153) at 12 career development events in various domains at the state level. Four factors-self-efficacy, cost & utility value, intrinsic value, and attainment-explained 60% of the variance in youth motivation to participate in state career development events. Youth were most motivated to participate in career development events based on the cost & utility factor, therefore, they were willing to put forth the time and effort to participate in career development events because they felt career development events would help them achieve their goals. However, youth coaches should consider using strategies to develop youth self-efficacy to perform the tasks in career development events as it explained 39% of the variance in youth motivation. Coaches should also consider the role interest motivation plays a role as it was highly correlated with self-efficacy.

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Engaging Students in the Agricultural Education Model: Factors Affecting Student Participation in the National Ffa Organization

Cited by 27 publications

References 9 publications

Career Aspirations of Selected Ffa Members

Career Aspirations of Selected Ffa Members

Implementation of Supervised Agricultural Experience Programs: The agriculture teachers’ perspective

Development and Validation of an Instrument to Assess Youth Motivation to Participate in Career Development Events

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