Examining the Motivations and Barriers Influencing the Decisions of Louisiana State University College of Agriculture Freshmen to Participate in International Experiences

doi:10.5191/jiaee.2015.22104

Cited by 12 publications

(22 citation statements)

References 18 publications

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“…As mentioned above, this study is part of a larger project seeking to confirm and validate a reliable instrument that administrators and faculty members can use to assess the perceived motivators students may have regarding their decisions to enroll in short-term, study abroad courses or experiences. The findings of this study revealed several moderate and substantial relationships between CASNR students' motivations to enroll in short-term, study abroad courses or experiences prior to being graduated, four of which, including outside effort cost, loss of valued alternatives cost, emotional cost, and task effort cost, were not reported previously in the study abroad literature in agricultural education (Bunch et al, 2013;Bunch et al, 2015;Chang et al, 2013;DanJean et al, 2015;Estes et al, 2016;Place et al, 2004).…”

Section: Discussionsupporting

confidence: 41%

Forecasting College Students’ Motivations to Study Abroad: A Pilot Study

Raczkoski¹,

Robinson²,

Edwards³

et al. 2018

JAE

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To date, agricultural students' motivations regarding study abroad courses using the expectancyvalue-cost model of motivation have not been incorporated into study abroad research as potential factors influencing their choices to participate. In this paper, we present agricultural students' conceptualizations of their motivations to participate in short-term, study abroad courses or experiences. We used a descriptive-correlational research design in combination with modified versions of the Self and Task Perceptions Instrument (STPI), Expectancy-Value-Cost Questionnaire, and social cognitive theory items. It was posited that expectation for success, subjective-task value, cost, and self-efficacy would influence students' motivations to enroll in a short-term, study abroad course or experience before graduation. Overall, agricultural students displayed somewhat strong motivation to study abroad. Subjective-task value and expectation for success represented the largest motivational factors. Students indicated outside effort cost and self-efficacy as the least motivational factors. Task effort cost and location lived while growing up correlated lowly and negatively. However, outside effort cost correlated substantially and positively with students' motivations to study abroad.

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Section: Discussionsupporting

confidence: 41%

Forecasting College Students’ Motivations to Study Abroad: A Pilot Study

Raczkoski¹,

Robinson²,

Edwards³

et al. 2018

JAE

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“…Slightly more than two thirds of the 4-H participants expressed personal interest in participating in an IEP as part of their 4-H program. This is consistent with prior studies conducted with college students (Bunch, Blackburn, Danjean, Stair, & Blanchard, 2015;Danjean et al, 2015), indicating that 4-H youth members, likewise, intend to participate in an IEP. Motivating factors were somewhat important to the 4-H participants when determining whether or not they would participate in an IEP.…”

Section: Discussionsupporting

confidence: 90%

Assessing the Prior Intercultural Experiences, Motivating Factors and Deterrents influencing 4-H Members’ Intention to Participate an International Experience Program

Cater

Bunch

Danjean

2016

JIAEE

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International experience programs (IEPs), such as International 4-H Youth Exchange (IFYE) and other programs employed by U.S Cooperative Extension Programs and international partners, can forge students’ development of a global perspective. The purpose of this study was to determine 4-H members’ prior intercultural experience, perceived motivating factors to participation in an IEP, perceived deterrents to participation in an IEP, and 4-H members’ intentions to participate in an IEP; and to explain 4-H members’ intention to participate in an IEP. Results of this study suggest that 4-H members’ intention to participate in an IEP is predicted by prior intercultural experiences. The effect of prior intercultural experiences is mediated by motivating factors, that is as motivating factors increase, intent increases while reducing the effect of prior intercultural experiences. A recommendation for practitioners to use to bridge the gap between 4-H members and other cultures is to provide varied intercultural experiences in or near the youths’ own community.

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“…Further, they believe that 4-6 weeks is the most appropriate duration and the summer when they would like their student to complete a study abroad experience. These results are similar to research conducted at Louisiana State University that found college of agriculture students believed that 4-6 weeks in the summer of their junior year was the most appropriate time to include a study abroad in their course of study Danjean et al, 2015). Overall, U.S. students do typically study abroad during their junior year, but since 2010, an increasing number of freshman and sophomores have studied abroad (Institute of International Education, 2014).…”

Section: Conclusion and Discussionsupporting

confidence: 75%

Describing Parents’ Perceptions, Valuation and Support of Study Abroad Programs at Three Southern Land-Grant Universities.

Redwine¹,

Blackburn²,

Bunch³

et al. 2017

JAE

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Examining the Motivations and Barriers Influencing the Decisions of Louisiana State University College of Agriculture Freshmen to Participate in International Experiences

Abstract: Over the past decade, universities in the United States (U.S) have increased time and financial investments put toward internationalizing their curricula, particularly in efforts to increase students' participation in international experiences (IEs

Cited by 12 publications

References 18 publications

Forecasting College Students’ Motivations to Study Abroad: A Pilot Study

Forecasting College Students’ Motivations to Study Abroad: A Pilot Study

Assessing the Prior Intercultural Experiences, Motivating Factors and Deterrents influencing 4-H Members’ Intention to Participate an International Experience Program

Describing Parents’ Perceptions, Valuation and Support of Study Abroad Programs at Three Southern Land-Grant Universities.

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