Forecasting College Students’ Motivations to Study Abroad: A Pilot Study

Abstract

To date, agricultural students' motivations regarding study abroad courses using the expectancyvalue-cost model of motivation have not been incorporated into study abroad research as potential factors influencing their choices to participate. In this paper, we present agricultural students' conceptualizations of their motivations to participate in short-term, study abroad courses or experiences. We used a descriptive-correlational research design in combination with modified versions of the Self and Task Perceptions Instrument (STPI), Expectancy-Value-Cost Questionnaire, and social cognitive theory items. It was posited that expectation for success, subjective-task value, cost, and self-efficacy would influence students' motivations to enroll in a short-term, study abroad course or experience before graduation. Overall, agricultural students displayed somewhat strong motivation to study abroad. Subjective-task value and expectation for success represented the largest motivational factors. Students indicated outside effort cost and self-efficacy as the least motivational factors. Task effort cost and location lived while growing up correlated lowly and negatively. However, outside effort cost correlated substantially and positively with students' motivations to study abroad.

Awakening Transformative Learning: A Comparison of the Dissonance Experienced by Agriculture Majors During Study Abroad Courses to Costa Rica and Thailand

“…The literature on study abroad courses in agriculture has primarily focused on documenting why students participate (Bunch et al, 2015;Danjean et al, 2015;Estes et al, 2016;Raczkoski et al, 2018;Roberts et al, in press). However, by offering a more granular depiction of the dissonance students experience across two study abroad courses, we provided a stronger basis for documenting students' shared outcomes, which is a critical deficiency in the broader study abroad literature (Blake-Campbell, 2014;Hartman & Kiely, 2014;McCabe, 2001;Ogden, 2007).…”

“…For example, Briers, Shinn, and Nguyn (2010) reported that one of the primary motivators for agricultural undergraduate students to study abroad was that they perceived the experience could help advance their career. In response to such findings, much of the recent literature has focused on understanding other factors that either encourage or avert agriculture students from enrolling in study abroad courses (Bunch, Blackburn, Danjean, Stair, & Blanchard, 2015;Estes, Hansen, & Edgar, 2016;Raczkoski, Robinson, Edwards, & Baker, 2018;Roberts, Rampold, Ramage, & Komunjeru, in press). As a result, we now understand that undergraduate agriculture students are primarily intrinsically motivated to engage in such activities; however, their perceived beliefs about the cost and value of study abroad courses also affect their decision to enroll (Raczkoski et al, 2018).…”

“…In response to such findings, much of the recent literature has focused on understanding other factors that either encourage or avert agriculture students from enrolling in study abroad courses (Bunch, Blackburn, Danjean, Stair, & Blanchard, 2015;Estes, Hansen, & Edgar, 2016;Raczkoski, Robinson, Edwards, & Baker, 2018;Roberts, Rampold, Ramage, & Komunjeru, in press). As a result, we now understand that undergraduate agriculture students are primarily intrinsically motivated to engage in such activities; however, their perceived beliefs about the cost and value of study abroad courses also affect their decision to enroll (Raczkoski et al, 2018). Because many undergraduate students do not engage in global learning experiences until their junior or senior year (IIE, 2019), it is critical for colleges of agriculture to communicate the opportunities and benefits associated with such early in students' undergraduate degree programs.…”

A Typology of University Agriculture Students’ Projected Motivations to Study Abroad: An Application of Q Methodology

“…This study was grounded in Eccles and colleagues' expectancy-value model of achievement motivation (Eccles et al, 1983;Wigfield & Eccles, 2000). Using a similar lens, Raczkoski, Robinson, Edwards, and Baker (2018) investigated relationships among agricultural and life sciences students' overall motivation to study abroad and their perceived expectations of success, subjective-task value, and self-efficacy. A statistically significant and positive relationship was reported among each of the motivational factors and students' overall motivation to study abroad (Raczkoski et al, 2018).…”

“…Using a similar lens, Raczkoski, Robinson, Edwards, and Baker (2018) investigated relationships among agricultural and life sciences students' overall motivation to study abroad and their perceived expectations of success, subjective-task value, and self-efficacy. A statistically significant and positive relationship was reported among each of the motivational factors and students' overall motivation to study abroad (Raczkoski et al, 2018). Although some of the other evidence in the relevant body of work has not examined motivational constructs using the expectancy-value model, several investigations (Beseli, Warner, Kirby, & Jones, 2016;Murphey et al, 2014) have more broadly examined indicators of study abroad participation, and their findings suggest students are more likely to participate if they are motivated, self-efficacious, and perceive the associated costs do not exceed the value they assign to the experience.…”