Exploring Student Retention in Postsecondary Agriculture, Food, and Natural Resources Education Programs

Autor/inn/en	McKim, Aaron J.; Sorensen, Tyson J.; McKendree, R. Bud; Pauley, Catlin M.
Titel	Exploring Student Retention in Postsecondary Agriculture, Food, and Natural Resources Education Programs
Quelle	In: Journal of Research in Technical Careers, 2 (2018) 2, S.16-25 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-2118
Schlagwörter	School Holding Power; Agricultural Education; Natural Resources; Postsecondary Education; Academic Persistence; Communities of Practice; Student Characteristics; Self Efficacy; Predictor Variables; Academic Achievement; Teacher Education; Undergraduate Students; Food; Vocational Education; Sense of Community + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Natural Ressource; Natürliche Ressource; Post-secondary education; Tertiäre Bildung; Community; Self-efficacy; Selbstwirksamkeit; Prädiktor; Schulleistung; Lehrerausbildung; Lehrerbildung; Lebensmittel; Berufsbildung
Abstract	The current analysis foregrounded postsecondary agriculture, food, and natural resources (AFNR) education programs through an analysis of learning community, social community, general self-efficacy, and major commitment. Analysis identified statistically significant differences in major commitment perceived by year in school, with students earlier in their program reporting statistically higher major commitment than those later in their program. In congruence with the theoretical framework of student learning and persistence, the outcome variable general self-efficacy was modeled with year in school, learning community, and social community as predictors. In total, the model predicted 16% of the variance in general self-efficacy with social community as the only statistically significant predictor. Similarly, major commitment was modeled with year in school, learning community, and social community as predictors. In total, the model predicted 27% of the variance in major commitment with learning community and year in school being statistically significant predictors. (As Provided).
Anmerkungen	UNLV Department of Teaching and Learning. 4505 South Maryland Parkway PO Box 3005, Las Vegas, NV 89154. e-mail: jrtc@unlv.edu; Web site: https://digitalscholarship.unlv.edu/jrtc/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01