Abstract:
This study sought to descriptively explore the motivation (self-efficacy and task value) of students enrolled in college of agriculture courses. Students (n = 208) were assessed on self-efficacy and task value motivational indicators in relation to classroom, instructor and student variables. Results indicated higher self-efficacy for elective courses, smaller class sizes, courses with female instructors, instructors age 50-59 and female students. Regarding task value, participants indicated higher task value motivation for required courses, class sizes 60-89, courses taught by professors, courses taught by females, instructors age 50-59 and female students. Small and medium effect sizes were observed between group means offering insight as to the magnitude of the observed differences. In all measures of student motivation, female students evidenced higher mean scores. Results generated clues as to the stability and development of self-efficacy and task value motivation in selected college of agriculture students. Further research is recommended giving additional consideration to confounding and extraneous variables, increased sample size, probability sampling and the role of gender and student motivation.
 14 Velez Dec2013.pdf | [ ] | 288 kB |
