Dissertation/Thesis Abstract

Impact of participation in the national FFA days of service on student motivations, value, and decision to participate in service-learning
by Roberts, F. Richard, M.S., Oklahoma State University, 2014, 101; 1567385
Abstract (Summary)

As educators seek methods of instruction that assist in helping to make learning relevant for agricultural education students, service-learning has risen as a desirable technique for meeting prescribed educational objectives. A gap in the agricultural education literature exists, however, in terms of describing whether these learning experiences intrinsically motivate students. As such, this investigation was designed to describe FFA member's level of intrinsic motivation towards service-learning through participation in the 2013 National FFA Days of Service. Deci and Ryan's Self-Determination Theory (SDT) served as the theoretical base for testing FFA members intrinsic motivation through three empirically based constructs−interest, value, and perceived choice. Results from the study found that FFA members did have an interest and valued their service-learning experience; however, they exhibited varied views in terms of their choice to participate. The findings illuminated a congruency when the tenets of service-learning were amalgamated with the axioms of SDT. Therefore, the researcher presented the Intrinsic Service Learning Model in hopes of assisting practitioners of the pedagogy with delivering an intrinsically motivated service-learning experience for students.

Indexing (document details)
Advisor: Terry, Robert
Commitee: Brown, Nicholas R., Ramsey, Jon W.
School: Oklahoma State University
Department: Agricultural Education
School Location: United States -- Oklahoma
Source: MAI 53/06M(E), Masters Abstracts International
Subjects: Agricultural education
Keywords: National ffa days of service, National ffa organization, Service-learning
Publication Number: 1567385
ISBN: 978-1-321-27598-8
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