The purpose of this study was to examine the relationship between undergraduate student course engagement and several independent variables. Total participants included 300 (N) undergraduate students. Students completed three instruments measuring course engagement, teacher verbal immediacy, and teacher nonverbal immediacy. It was concluded that class size and teacher verbalimmediacy significantly predicted student course engagement. Classes under 30 students significantly influenced factors of engagement. The unique influence of immediacy behaviors supported the researchers' assertions coupled with previous research

The purpose of this study was to examine student motivation for SAEs through the lens of the Self-Determination Theory. Self-Determination Theory proposed that human beings are more genuinely motivated when driven by internal factors as opposed to external factors. We used historical research and general qualitative interpretative methods to develop an explanation of student motivation for SAEs. We examined historical magazines, documents, and books for detailed cases of SAE participation. Three specific time periods were examined

Teacher self-efficacy impacts student achievement, job satisfaction, and teacher retention. Although the benefits of social support have been extensively studied in medicine and psychology, limited research has been completed in education to evaluate the ways in which social support contribute toward teacher self-efficacy. The purpose of this descriptive-relational study was to determine the influence of sources and types of support on teacher self-efficacy in novice agricultural education teachers. The target population was novice teachers of agriculture from Illinois (n = 192) and Indiana (n = 104). Teachers' perceptions of support from three non-school sources and six school sources of support within three social support constructs were used to predict the contribution of social support on teacher self-efficacy. Novice agricultural education teachers' perceptions of support from school sources -predominantly students and communityexplained 27.1% of the variance in teacher self-efficacy. The results from this study imply the support (i.e., verbal or social persuasion) novice agricultural education teachers perceive from students and community are the most significant predictors of teacher self-efficacy. These findings advocate the need for novice teachers of agriculture to develop quality relationships with students and community members to increase teacher self-efficacy, thus potentially improving teacher retention.

The purpose of this study was to determine the relationship between career decision self-efficacy (CDSE) and components of the secondary agricultural education program. Additionally, the authors sought to describe secondary students' CDSE and career decision influences. This study's design was descriptive and relational and incorporated high school junior and senior student responses (n = 114) to surveys. Taylor and Betz' (1983) Career Decision Self-Efficacy Scale, Short Form (CDSE-SF) was incorporated in addition to instruments developed solely for this study. This study's findings revealed secondary agricultural education students were mostly confident in their career decisiveness across all five constructs of the CDSE-SF. Participation in Career Development Events (CDEs) revealed low correlations with four constructs in the CDSE-SF. Supervised Agricultural Experiences (SAEs) did not highly influence this group of participants' career decisions. The authors also discuss the perceived influence of identified persons and other components of the secondary agricultural education program based on student responses. Recommendations are made to teachers and parents to improve secondary students' career decision-making.

The focus of this study is the self-perceptions of leadership engagement of FFA members in two FFA chapters in Missouri. This multiple case study used documentation of student selfperceptions, researcher observations, and focus groups. The two cases included 24 high school students comprised of FFA officers and members, who provided their perspectives on leadership. Six major themes emerged from the data analysis: (a) personal abilities and motivation as influencing student leaders; (b) barriers to leadership as perceived by officers and members; (c) support from others as influencing student leadership; (d) officers' perceiving that members are apathetic; (e) leadership as enhancing personal and professional development; and (f) perceived gender differences in leadership style. It is recommended that FFA advisors discuss diverse leadership styles and motivational factors with students. In turn, leading to the potential development of leadership skills and awareness by all students in a FFA chapter. The content of leadership education for adolescents also may need broadening to emphasize content beyond study of traits. Recommendations for student success include additional research into best practices of leadership development of all students and the ability to assist students in addressing identified barriers.