Predicting Youth Leadership Life Skills Development Among FFA Members In Arizona, Colorado, And New Mexico

Dormody, Thomas J.; Seevers, Brenda S.

doi:10.5032/jae.1994.02065

Cited by 38 publications

(61 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…All participants scored 40 and above (M = 73.02) for the possible range of 0-90 on the YLLSDS. In similar studies, Wingenbach and Kahler (1997) reported an overall YLLSDS mean score of 62.65 for Iowa FFA members, while Dormody and Seevers (1994) reported YLLSDS scores of Arizona, Colorado, and New Mexico FFA members having a mean of 64.2. According to Dormody, et al (1998), "scale values from 0 and 30 might be considered no to slight leadership life skills development, from 31 to 60 moderate development, and from 61 to 90 high development" (p. 2).…”

Section: Discussion and Recommendationsmentioning

confidence: 89%

“…Dormody and Seevers (1994) defined youth leadership life skills as those skills needed to become a leader as an adult. In addition, Miller (as cited in Bruce, Boyd, & Dooley, 2004) Using Miller's categorical breakdown of leadership life skills, Seevers, Dormody, and Clason (1995) developed the Youth Leadership Life Skills Development Scale (YLLSDS).…”

Section: Youth Leadership Life Skills Developmentmentioning

confidence: 99%

See 1 more Smart Citation

The Impact of Beef Cattle Projects on Youth Leadership Life Skills Development

Walker¹,

Morgan²,

Ricketts³

et al. 2011

JYD

View full text Add to dashboard Cite

Highlights of a study designed to determine the leadership life skills development (YLLSD) of youth beef cattle exhibitors and to determine if there is a relationship between YLLSD and participation in the beef project are discussed in this paper. The study was conducted using a correlational, ex post facto design. A sample of 374 individuals was randomly selected from a population of 4,229 national junior cattle exhibitors of the National Junior Angus Association. The population frame consisted of junior members ages 18 to 21. Participants' YLLSD scores ranged from 40 to 90 with a composite mean of 73.02. Significant relationships existed between YLLSD scores and shows per year, hours working with projects per week, and years of beef project exhibition.

show abstract

Section: Discussion and Recommendationsmentioning

confidence: 89%

Section: Youth Leadership Life Skills Developmentmentioning

confidence: 99%

The Impact of Beef Cattle Projects on Youth Leadership Life Skills Development

Walker¹,

Morgan²,

Ricketts³

et al. 2011

JYD

View full text Add to dashboard Cite

show abstract

“…When comparing youth leadership life skills development grand mean scores, no statistical difference existed between this study and the study conducted by Dormody and Seevers (1994). Table 2.…”

contrasting

confidence: 52%

Self-perceived youth leadership and life skills development among Iowa FFA members

Wingenbach

View full text Add to dashboard Cite

The objectives of this study were to: (1) describe Iowa FFA members by their selfperceived youth leadership life skills development, participation in FFA leadership activities, participation in nonFFA leadership activities, achievement expectancy, years in the FFA, age, gender, self-reported grade point average, and place of residence, (2) assess the level of youth leadership life skills development possessed by Iowa FFA members, (3) determine if a relationship exists between self-perceived leadership life skills development and participation in FFA leadership activities, nonFFA leadership activities, achievement expectancy, years in the FFA age, gender, self-reported grade point average, and place of residence, and (4) compare the results of this study with those obtained in the study by Dormody and Seevers (1994) in Arizona, Colorado and New Mexico. The dependent variable was youth leadership life skills development. The independent variables were participation in FFA leadership activities, participation in nonFFA leadership activities, achievement expectancy, years in the FFA age, gender, self-reported grade point average, and place of residence. The instrument used was the Iowa FFA Youth Leadership Life Skills Development Questionndre. Life skills were defined as skills in communications.

show abstract

“…Adolescent leadership development is a primary aim of the FFA Organization and takes center stage in the FFA motto and strategies (National FFA Organization, 2006). Empirical evidence demonstrates that student membership in the FFA enhances leadership skills (Dormody & Seevers, 1994;Mullins & Weeks, 2006;Ricketts & Newcomb, 1984;Rutherford, Townsend, Briers, Cummins, & Conrad, 2002;Stewart, Smith, Ehlert & Mihalevich, 1985;Wingenbach & Kahler, 1997). Further, a students' active involvement within multiple aspects of the organization positively directs students' self-perceptions of their leadership ability (Brick, 1998;Carter & Spotanski, 1989;Mullins & Weeks, 2006;Ricketts & Newcomb, 1984;Rutherford et al, 2002;Townsend & Carter, 1983).…”

mentioning

confidence: 99%

Student Self-Perceptions of Leadership in Two Missouri FFA Chapters: A Collective Case Study

Kagay¹,

Marx²,

Simonsen³

2015

JAE

View full text Add to dashboard Cite

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.

show abstract

Predicting Youth Leadership Life Skills Development Among FFA Members In Arizona, Colorado, And New Mexico

Cited by 38 publications

References 6 publications

The Impact of Beef Cattle Projects on Youth Leadership Life Skills Development

The Impact of Beef Cattle Projects on Youth Leadership Life Skills Development

Self-perceived youth leadership and life skills development among Iowa FFA members

Student Self-Perceptions of Leadership in Two Missouri FFA Chapters: A Collective Case Study

Contact Info

Product

Resources

About