Supporting Students' Psychological Needs and Motivation within School Based Agricultural Education Programs: A Mixed Methods Study

Autor/inn/en	Bowling, Amanda M.; Ball, Anna L.
Titel	Supporting Students' Psychological Needs and Motivation within School Based Agricultural Education Programs: A Mixed Methods Study
Quelle	In: Journal of Agricultural Education, 61 (2020) 2, S.206-221 (16 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Psychological Needs; Student Needs; Student Motivation; Agricultural Education; Student Organizations; Personal Autonomy; Teacher Student Relationship; Competence; Rural Schools; Suburban Schools; High School Teachers; High School Students; Vocational Education; Teacher Attitudes; Adolescents; Youth Programs; Missouri + Suchen Sie Ihr Suchwort? Schulische Motivation; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Individuelle Autonomie; Teacher student relationships; Lehrer-Schüler-Beziehung; Kompetenz; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Berufsbildung; Lehrerverhalten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Jugendsofortprogramm
Abstract	The purpose of this study was to identify the processes School Based Agricultural Education (SBAE) teachers utilize to support students' psychological needs and motivation. SBAE teachers were sampled who taught for five or more years and displayed a range of SBAE successes. Within the five participating schools, all FFA members were recruited to participate. The average student participant was female, a freshman, and identified agriculture as a potential future career. Through an exploratory sequential design, quantitative instruments were first utilized to gauge the motivational climate and the teachers' autonomy orientation. Grounded theory interviews and observations were utilized to determine the processes of needs support. Through open, axial, and selective coding and the convergent analysis a substantive theory was formed. Within the theory, teacher motivational beliefs emerged as the context of the needs support process and supported the central phenomenon of relatedness. Teachers also utilized extrinsic and intrinsic motivational strategies, along with the intracurricular nature of SBAE programs to strengthen student motivation. Students experienced a range of outcomes including support of competence, support and thwart of autonomy, and a range of extrinsic and intrinsic motivational outcomes. The substantive theory can inform in-service, preservice, and teacher educators about the motivational process. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01