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dc.contributor.advisorParr, Brian A.
dc.contributor.authorAldridge, Kenneth
dc.date.accessioned2014-05-01T20:35:20Z
dc.date.available2014-05-01T20:35:20Z
dc.date.issued2014-05-01
dc.identifier.urihttp://hdl.handle.net/10415/4094
dc.description.abstractThe purpose of this quantitative descriptive study was to determine if the number of agricultural education courses, FFA participation, and level of SAE involvement served as statistically significant predictors of a student’s total self-efficacy. This study also sought to determine the relationship between the three domains of self-efficacy assessed by the SEQ-C (academic, social, and emotional) and the three components of agricultural education. This study included high school students in grades 9-12 from four schools in the North District area of Alabama (N=368). Multiple regression analysis and Multivariate Analysis of Variance (MANOVA) were used to analyze the studies null hypotheses. Results from the study indicated that the three component model of agricultural education was not a statistically significant predictor of total self-efficacy for the participants in this study. Also, MANOVA indicated that the number of agricultural education courses and FFA participation were not significantly related to academic, social, and emotional self-efficacy. Finally, MANOVA indicated that SAE involvement was not significantly related to academic or emotional self-efficacy, but a follow-up univariate test indicated that a significant relationship existed with social self-efficacy.en_US
dc.rightsEMBARGO_NOT_AUBURNen_US
dc.subjectCurriculum and Teachingen_US
dc.titleThe Relationship between Self-Efficacy and the Three Component Model of Agricultural Educationen_US
dc.typedissertationen_US
dc.embargo.lengthNO_RESTRICTIONen_US
dc.embargo.statusNOT_EMBARGOEDen_US


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