Developing a Model To Explain Student Persistence in Tertiary Agricultural Study.Report as inadecuate




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Drawing on data collected from students attending Australian rural- and urban-based universities, structural modeling was used to test the validity of a model of student persistence and satisfaction in agricultural courses. The model placed personal and environmental factors as predictors of student persistence and satisfaction and was comprised of seven constructs. The two entry constructs (data collected at the beginning of the first year) were knowledge of agriculture and future orientation (goals and career); the three intervening constructs were fit with the course, fit with the ideology (values and beliefs), and self-efficacy; and two dependent constructs (data collected towards the end of the first year) were level of student satisfaction and student intention to persist with agricultural study. Results indicated that constructs in the model, including self-efficacy, knowledge of agriculture, future orientation, fit with the ideology, and fit with the course were predictors of student persistence and satisfaction. Some implications for current educational practice, industry, and professional engagement in tertiary education were suggested. (Contains 53 references, 3 figures, and 2 tables.) (YLB)

Descriptors: Academic Persistence, Agribusiness, Agricultural Education, Agricultural Production, Beliefs, Causal Models, Conservation Education, Developed Nations, Educational Research, Foreign Countries, Goal Orientation, Higher Education, Predictor Variables, Satisfaction, Self Efficacy, Student Attitudes, Student Motivation, Values

For full text: http://www.nexus.edu.au/TeachStud/arera/research/Quin.htm.









Author: Quinn, Petrina; Hemmings, Brian

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9200&id=ED454371







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