Predicting Youth Life Leadership Skills Development Among Senior 4-H Members: A Tri-State Study

Seevers, Brenda S.; Dormody, Thomas J.

doi:10.5032/jae.1994.03064

Cited by 21 publications

(18 citation statements)

References 3 publications

(1 reference statement)

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“…Youth participants of the 2014 Tennessee beef skillathon perceived the skillathon to have a moderate impact on their YLLSD, and a majority of youth reported at least moderate gain on all 30 items of the Youth Leadership Life Skills Development Scale by Dormody, Seevers, and Clason (1993). This finding is supported by Powell (2004 study are also consistent with others who concluded life skills are developed by participating in agricultural youth organizations (Boyd et al, 1992;Seevers & Dormody, 1994;Wingenbach & Kahler, 1997) and by exhibiting livestock (Anderson et al, 2015). Furthermore, the findings align with Boyd et al's (1992) sentiments that youth programming founded upon experiential learning are a means for youth to develop life and leadership skills applicable to adulthood before irresponsible behavior takes root.…”

Section: Conclusion Discussion and Recommendationssupporting

confidence: 80%

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Life Skill Development of Youth Participants of the Tennessee 4-H Beef Skillathon

Harris

Stripling

Stephens

et al. 2016

JYD

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Abstract:The purpose of this study was to examine youth leadership life skill development among Tennessee beef skillathon participants and determine factors influencing their motivation to participate. Youth perceived the skillathon to have a moderate impact on their leadership life skill development. As a result, we recommend the skillathon continue to be an integral part of the overall livestock program in Tennessee. The reasons for participating in the skillathon mainly focused on testing knowledge, future careers, winning an award, fun, friends, 4-H agent or school-based agricultural education teacher, and personal development. Thus, utilizing both short-term and long-term influences during recruitment may increase skillathon participation. Future research should be conducted on a national level to determine youth leadership life skill development and reasons for participating in the skillathon competition.

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Section: Conclusion Discussion and Recommendationssupporting

confidence: 80%

“…A few studies have been conducted regarding YLLSD in agricultural youth organizations (Boyd et al, 1992;Seevers & Dormody, 1994;Wingenbach & Kahler, 1997). These studies concluded youth develop leadership life skills through participation in agricultural youth organizations.…”

Section: Agricultural Youth Programming Yllsd and Livestock Skillatmentioning

confidence: 99%

Life Skill Development of Youth Participants of the Tennessee 4-H Beef Skillathon

Harris

Stripling

Stephens

et al. 2016

JYD

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“…Youth expectations or achievement expectancy were also found to be significant in explaining variance in the dependent variable. This finding is consistent with the results of Domiody and Seevers (1993), Seevers and Domnody, (1994a). it was interesting to note the within these researchers studies of both 4-H and FFA youth, achievement expectancy was a stronger predictor for FFA members than 4-H.…”

Section: Summary Of Major Findingssupporting

confidence: 91%

“…When The three scales utilized in this study were adapted from Seevers and Domnody (1994a) which included the Youth Leadership Life Skills Development Scale (YLLSDS), 4-H activity participation, and achievement expectancy scales.…”

Section: Summary Of Major Findingsmentioning

confidence: 99%

“…The three scales utilized in this study were adapted from Donnody and Seevers (1993Seevers ( , 1994aSeevers ( & 1994b which included Youth Leadership Life Skills Development Scale (YLLSDS), 4-H activity participation, and achievement expectancy. The Cronbach's Alpha reliability coefficients realized for each scale were 0.98, 0.83, and 0.79, respectively.…”

Section: Research Recommendationsmentioning

confidence: 99%

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Self-perceived youth leadership life skills development among Iowa 4-H members

Morris

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Determine the predictors of leadership life skills development from among participation in 4-H leadership activities, achievement expectancy, years in 4-H, age, gender, place of residence, academic achievement, and selected organizational and family variables. The Iowa State University Human Subjects Review Committee reviewed this project and concluded that the rights and welfare of the human subjects were adequately protected; that potential benefits and expected values of the knowledge sought outweighed risks; that confidentiality of data was assured; and that implied consent was obtained by voluntary completion of the research instrument. REVIEW OF LITERATURE The purpose of this study was to investigate useful relationships that exist between youth leadership life skills development and 4-H activity participation, among 1993-1994 senior Iowa 4-H members. Specific concepts of inquiry will include: youth perceived leadership life skills development, participation and involvement in 4-H leadership activities, plus selected demographic, organizational, and family variables. Within this chapter, the I'lterature and previous research related to the concept of life skills, experiential education, 4-H leadership life skills and their measurement are presented. Life Skills Important references to the concept of life skills have already been presented. The Camegie Council on Adolescent Development (1994) believes that young adolescents seek opportunities to develop life skills. Glenn and Nelson (1987) refer to their "significant seven" as skills that are necessary for success during ones lifetime, but they do have to be developed, and they have to be maintained in order to enjoy continued success. Hamburg (1989) defined the activity of life skills training as the fomnalized teaching of the requisite skills needed for surviving, living with others, and succeeding in a complex society. In addition Peter Scales (1986), a national leader in child development and family relations, indicated that life skills education is a back-to-the-basics approach, focusing on neglected thinking and reasoning skills. He offered that this approach has three components: (1) to encourage young people to consider information of all kinds, selecting some, rejecting some; (2) to enable them to make choices about and be critical consumers of both products and relationships: and (3) to teach them to help themselves and others through activism and social involvement. Danish, Petitpas, and Hale (1993) in discussing life skills taught through sports refen*ed to a Life Development Intervention (LDI) concept which employs a central strategy of

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Effect of Peer-Led Leadership Workshops on Leadership Skills Among Middle School Students in India

Jambunathan

Jayaraman

Jayaraman³

et al. 2019

Journal of Research in Childhood Education

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Predicting Youth Life Leadership Skills Development Among Senior 4-H Members: A Tri-State Study

Cited by 21 publications

References 3 publications

Life Skill Development of Youth Participants of the Tennessee 4-H Beef Skillathon

Life Skill Development of Youth Participants of the Tennessee 4-H Beef Skillathon

Self-perceived youth leadership life skills development among Iowa 4-H members

Effect of Peer-Led Leadership Workshops on Leadership Skills Among Middle School Students in India

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