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School-Based Agricultural Education Student Perceptions of Their Motivation Through the Lens of Situated Expectancy-Value Theory.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	School-Based Agricultural Education Student Perceptions of Their Motivation Through the Lens of Situated Expectancy-Value Theory./
作者:	Swinehart Held, Katrina Ann.
面頁冊數:	1 online resource (145 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
Contained By:	Dissertations Abstracts International85-04A.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9798380596602

School-Based Agricultural Education Student Perceptions of Their Motivation Through the Lens of Situated Expectancy-Value Theory.
Swinehart Held, Katrina Ann.

School-Based Agricultural Education Student Perceptions of Their Motivation Through the Lens of Situated Expectancy-Value Theory. - 1 online resource (145 pages)

Source: Dissertations Abstracts International, Volume: 85-04, Section: A.

Thesis (Ph.D.)--The Ohio State University, 2023.

Includes bibliographical references

The single most important factor that influences motivation in a learning environment is the teacher (Anderman, 2021). Teachers must be able to assess and influence their students' motivation to have an effective learning environment (Bipp & van Dam, 2014; Fortier et al., 1995; Ryan & Deci, 2020; Schunk et al., 2019; Wigfield & Koenka, 2020). Motivation can be built using different tactics based upon a large quantity of factors including student age, teacher age, course content, learning environment setup, and student interest in the content (Ryan & Deci, 2020; Patrick, 2022; Schunk et al., 2019; Wigfield & Koenka, 2020). Career-Technical Education (CTE) is unique from other education subjects because CTE courses are typically not required and students, alongside their parents or guardians, decide to enroll in the program annually. School-Based Agricultural Education (SBAE) is just one of many areas with CTE programming. SBAE programs can offer a collection of unique activities within their program thanks to the three parts of the program: agriculture classroom, Supervised Agricultural Experience (SAE), and FFA. SBAE programs are motivational to their students because of the novelty of events or activities for students to participate within (Baker & Robinson, 2017). Additionally, using a variety of coaching techniques and providing student-specific support is essential to keeping students motivated and interested in activities (Bowling, 2017; Curry 2017).The purpose of this quantitative study was to explain the relationship among student demographic information (age and years of enrollment in SBAE), and success expectancies, utility value, relative costs on the students' achievement-related choices and performance within the SBAE program. Objective one utilized descriptive methods to learn about the perspectives held by students (n = 70) regarding their expectancies for success within the SBAE program. The findings regarding the success expectancies for the students found, on average, students agreed they could be successful in their agriculture class, SAE project, and FFA chapter. From an overall perspective, considering all three areas of the SBAE Program, the data indicated students agreed (M = 5.23, SD = 0.54) they could hold an expectancy for success in the program.Objective two utilized descriptive methods to learn about the perspectives held by students (n = 70) regarding their utility value for activities within the SBAE program. The findings regarding the utility values for the students in the complete sample found, on average, students agreed their agriculture class, SAE project, and FFA chapter. From an overall perspective, considering all three areas of the SBAE Program, the data indicate students agreed (M = 5.22, SD = 0.63) they could hold a strong utility value towards the program.Objective three utilized descriptive methods to learn about the perspectives held by students (n = 70) regarding their relative cost for activities within the SBAE program. The findings regarding the utility values for the students found, on average, students slightly disagreed there was a heavy relative cost for being in the agricultural science class, SAE project, and FFA chapter. From an overall perspective, considering all three areas of the SBAE Program, the data indicate students slightly disagreed (M = 2.85, SD = 0.94) there was a heavy relative cost for involvement in the program.Objective four utilized descriptive methods to learn about the perspectives held by students (n = 70) regarding their achievement-related choices and performance within the SBAE program. The findings regarding the achievement-related choices and performance found, on average, students had met the vast majority of their goals in their agriculture class, SAE project, and FFA chapter. Overall, the student respondents shared they had reached, on average, 77.14% of their goals (SD = 16.30%) in the SBAE program overall. Regarding the student grade in their agricultural science class the majority stated they were earning an A (91-100%) and held a 3.1-4.0 GPA. Students who have earned recognition for their SAE and FFA involvement have earned recognition at the local level more so than the state or national level.Objective five utilized hierarchical regression to determine significant factors for SBAE program motivation through the lens of SEVT. A hierarchical multiple linear regression was calculated to regress perceived classroom goals achieved on the three SEVT tenets in Model 1 and regress perceived classroom goals achieved on the three SEVT tenets, age, and years enrolled in the SBAE program in Model 2. The significant predictors included utility value was a significant factor within these models. A hierarchical multiple linear regression was calculated to regress perceived SAE goals achieved on the three SEVT tenets in Model 1 and regress perceived SAE goals achieved on the three SEVT tenets, age, and years enrolled in the SBAE program in Model 2. The significant factor was age. A hierarchical multiple linear regression was calculated to regress perceived FFA goals achieved on the three SEVT tenets in Model 1 and regress perceived FFA goals achieved on the three SEVT tenets, age, and years enrolled in the SBAE program in model 2. The significant factors within these models included expectancy for success, utility value, and age.The findings from this study are supported by numerous previous research studies conducted over the past few decades. Students need to feel supported by teacher actions and feedback for students to continue to feel positive about their future performance (Anderman, 2021; Anderman & Anderman, 2021). Students need to feel supported by teachers making direct connections to student areas of interest (Eccles, 1994; Eccles & Wigfield, 2020). Students need to receive support in learning to manage their time and set priorities for this to continue to be a positive experience for them (Eccles & Wigfield, 2020; Wigfield, et al., 2020). Students need to have support in their various SBAE program activities from their teacher to maintain this success (Bowling, 2017; Bowling et al., 2020).This study implies that teacher support is essential within the SBAE program. Motivation is the responsibility of the teacher, and as students age that can be become more difficult (Allen et al., 2011; Anderman, 2021). This study implies that support is essential at all stages of the SBAE program to help students feel motivated. To have a successful SBAE program, teachers need to be aware of student needs for motivation; therefore, teacher education programs need to prepare their students for this task during their licensure program. Additionally, motivation is so essential to educational settings that teachers need to make it a priority in their program.This study will add to the literature about student motivation within SBAE programs. This study will especially serve to inform the literature about student perspectives about their motivation, using SEVT as a lens.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380596602Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Expectancy-Value TheoryIndex Terms--Genre/Form:

554714
Electronic books.

School-Based Agricultural Education Student Perceptions of Their Motivation Through the Lens of Situated Expectancy-Value Theory.
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520 $a The single most important factor that influences motivation in a learning environment is the teacher (Anderman, 2021). Teachers must be able to assess and influence their students' motivation to have an effective learning environment (Bipp & van Dam, 2014; Fortier et al., 1995; Ryan & Deci, 2020; Schunk et al., 2019; Wigfield & Koenka, 2020). Motivation can be built using different tactics based upon a large quantity of factors including student age, teacher age, course content, learning environment setup, and student interest in the content (Ryan & Deci, 2020; Patrick, 2022; Schunk et al., 2019; Wigfield & Koenka, 2020). Career-Technical Education (CTE) is unique from other education subjects because CTE courses are typically not required and students, alongside their parents or guardians, decide to enroll in the program annually. School-Based Agricultural Education (SBAE) is just one of many areas with CTE programming. SBAE programs can offer a collection of unique activities within their program thanks to the three parts of the program: agriculture classroom, Supervised Agricultural Experience (SAE), and FFA. SBAE programs are motivational to their students because of the novelty of events or activities for students to participate within (Baker & Robinson, 2017). Additionally, using a variety of coaching techniques and providing student-specific support is essential to keeping students motivated and interested in activities (Bowling, 2017; Curry 2017).The purpose of this quantitative study was to explain the relationship among student demographic information (age and years of enrollment in SBAE), and success expectancies, utility value, relative costs on the students' achievement-related choices and performance within the SBAE program. Objective one utilized descriptive methods to learn about the perspectives held by students (n = 70) regarding their expectancies for success within the SBAE program. The findings regarding the success expectancies for the students found, on average, students agreed they could be successful in their agriculture class, SAE project, and FFA chapter. From an overall perspective, considering all three areas of the SBAE Program, the data indicated students agreed (M = 5.23, SD = 0.54) they could hold an expectancy for success in the program.Objective two utilized descriptive methods to learn about the perspectives held by students (n = 70) regarding their utility value for activities within the SBAE program. The findings regarding the utility values for the students in the complete sample found, on average, students agreed their agriculture class, SAE project, and FFA chapter. From an overall perspective, considering all three areas of the SBAE Program, the data indicate students agreed (M = 5.22, SD = 0.63) they could hold a strong utility value towards the program.Objective three utilized descriptive methods to learn about the perspectives held by students (n = 70) regarding their relative cost for activities within the SBAE program. The findings regarding the utility values for the students found, on average, students slightly disagreed there was a heavy relative cost for being in the agricultural science class, SAE project, and FFA chapter. From an overall perspective, considering all three areas of the SBAE Program, the data indicate students slightly disagreed (M = 2.85, SD = 0.94) there was a heavy relative cost for involvement in the program.Objective four utilized descriptive methods to learn about the perspectives held by students (n = 70) regarding their achievement-related choices and performance within the SBAE program. The findings regarding the achievement-related choices and performance found, on average, students had met the vast majority of their goals in their agriculture class, SAE project, and FFA chapter. Overall, the student respondents shared they had reached, on average, 77.14% of their goals (SD = 16.30%) in the SBAE program overall. Regarding the student grade in their agricultural science class the majority stated they were earning an A (91-100%) and held a 3.1-4.0 GPA. Students who have earned recognition for their SAE and FFA involvement have earned recognition at the local level more so than the state or national level.Objective five utilized hierarchical regression to determine significant factors for SBAE program motivation through the lens of SEVT. A hierarchical multiple linear regression was calculated to regress perceived classroom goals achieved on the three SEVT tenets in Model 1 and regress perceived classroom goals achieved on the three SEVT tenets, age, and years enrolled in the SBAE program in Model 2. The significant predictors included utility value was a significant factor within these models. A hierarchical multiple linear regression was calculated to regress perceived SAE goals achieved on the three SEVT tenets in Model 1 and regress perceived SAE goals achieved on the three SEVT tenets, age, and years enrolled in the SBAE program in Model 2. The significant factor was age. A hierarchical multiple linear regression was calculated to regress perceived FFA goals achieved on the three SEVT tenets in Model 1 and regress perceived FFA goals achieved on the three SEVT tenets, age, and years enrolled in the SBAE program in model 2. The significant factors within these models included expectancy for success, utility value, and age.The findings from this study are supported by numerous previous research studies conducted over the past few decades. Students need to feel supported by teacher actions and feedback for students to continue to feel positive about their future performance (Anderman, 2021; Anderman & Anderman, 2021). Students need to feel supported by teachers making direct connections to student areas of interest (Eccles, 1994; Eccles & Wigfield, 2020). Students need to receive support in learning to manage their time and set priorities for this to continue to be a positive experience for them (Eccles & Wigfield, 2020; Wigfield, et al., 2020). Students need to have support in their various SBAE program activities from their teacher to maintain this success (Bowling, 2017; Bowling et al., 2020).This study implies that teacher support is essential within the SBAE program. Motivation is the responsibility of the teacher, and as students age that can be become more difficult (Allen et al., 2011; Anderman, 2021). This study implies that support is essential at all stages of the SBAE program to help students feel motivated. To have a successful SBAE program, teachers need to be aware of student needs for motivation; therefore, teacher education programs need to prepare their students for this task during their licensure program. Additionally, motivation is so essential to educational settings that teachers need to make it a priority in their program.This study will add to the literature about student motivation within SBAE programs. This study will especially serve to inform the literature about student perspectives about their motivation, using SEVT as a lens.
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