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Motivating Agriculture Students to Participate in Career Development Events

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Previous research conducted in agricultural education has revealed a lack of participation among National FFA Organization members. However, of those FFA members who participated in FFA sponsored events; students were most satisfied with their experiences in Career Development Events (CDEs). The purpose of this qualitative study was to describe how Oklahoma secondary agricultural education teachers motivated their students to participate in CDEs. To understand how teachers motivate students, this study used the expectancy-value motivation theory. Findings revealed six themes teachers drew upon to motivate students. These findings included 1) drawing upon the traditions and successes of the chapter, 2) providing opportunities for students to compete, 3) promising students that they would gain life skills, 4) enabling students to have fun, 5) actively recruiting members who showed potential for doing well with CDEs, and 6) making CDEs an integral part of the classroom curriculum.
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Keywords: CDEs; agricultural education; expectancy-value theory

Document Type: Research Article

Publication date: 01 January 2009

More about this publication?
  • (CTER) publishes refereed articles that examine research and research-related topics in vocational/career and technical education, career development, human resource development, career issues in the schools (Grades K-12), postsecondary education, adult and lifelong learning, and workforce education. The CTER Editorial Board is committed to publishing scholarly work that represents a variety of conceptual and methodological bases. Submission of manuscripts representing one of the following styles is encouraged: (a) empirically-based manuscripts that report results of original research, either quantitative or qualitative, (b) reviews or synthesis of empirical or theoretical literature, (c) essays derived from original historical or philosophical research, (d) reviews of recently published books, and (e) rejoinders to articles recently published in CTER. CTER will consider for publication papers initially presented at conferences, including those disseminated through conference proceedings.
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