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

Wingenbach, Gary

doi:10.31274/rtd-180813-10156

Cited by 8 publications

(20 citation statements)

References 13 publications

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“…Ricketts (1983) found that Tennessee vocational agriculture students possess significantly more leadership abilities than nonvocational agriculture student. Domriody and Seevers (1994) Wingenbach, (1995) found that participation in FFA leadership activities, after school jobs, years in FFA, grade point average, and gender were predictors of leadership development.…”

Section: Non-4-h Referenced Studiesmentioning

confidence: 99%

“…To accomplish this objective the dependent and independent variables were analyzed using a forced entry multiple regression procedure. This method was chosen because it allows all independent variables to be entered, and remain in, the multiple regression equation (Wingenbach, 1995). Using the forced entry procedure, the independent variables contributing to the explanation of variance in the dependent variable would have a significant t -value.…”

Section: Data Inmentioning

confidence: 99%

“…Those variables included: achievement expectancy, school activities, and 4-H activity participation. Wingenbach (1995) believed that with multiple regression analysis there is "no practical method for detennining how much variance in the dependent variable was attributed to each of the significant independent variables" (p.64). He cited the writing of Pedhazur (1982) wlio stated, "variance partitioning is not a valid approach for the purpose of detemnining the relative importance of the effects of independent variables on the dependent variable" (p.176).…”

Section: Data Inmentioning

confidence: 99%

“…Both Seevers and Dormody (1994a & b) and Wingenbach (1995) have utilized the YLLSDS, activity participation, and achievement expectancy scales in their research studies. Seevers and Domrjody's study was with senior 4-H members in Arizona, Colorado, and New Mexico and Wingenbach studied Iowa FFA members.…”

Section: Comparisons With Other Studiesmentioning

confidence: 99%

“…To date the YLLSDS scale has been used within studies of 4-H and FFA members by the authors whose results were reported earlier in this chapter. It was also employed with an Iowa FFA study (Wingenbach, 1995) conducted in the spring of 1995 whose results have been shared.…”

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Self-perceived youth leadership life skills development among Iowa 4-H members

Morris

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Determine the predictors of leadership life skills development from among participation in 4-H leadership activities, achievement expectancy, years in 4-H, age, gender, place of residence, academic achievement, and selected organizational and family variables. The Iowa State University Human Subjects Review Committee reviewed this project and concluded that the rights and welfare of the human subjects were adequately protected; that potential benefits and expected values of the knowledge sought outweighed risks; that confidentiality of data was assured; and that implied consent was obtained by voluntary completion of the research instrument. REVIEW OF LITERATURE The purpose of this study was to investigate useful relationships that exist between youth leadership life skills development and 4-H activity participation, among 1993-1994 senior Iowa 4-H members. Specific concepts of inquiry will include: youth perceived leadership life skills development, participation and involvement in 4-H leadership activities, plus selected demographic, organizational, and family variables. Within this chapter, the I'lterature and previous research related to the concept of life skills, experiential education, 4-H leadership life skills and their measurement are presented. Life Skills Important references to the concept of life skills have already been presented. The Camegie Council on Adolescent Development (1994) believes that young adolescents seek opportunities to develop life skills. Glenn and Nelson (1987) refer to their "significant seven" as skills that are necessary for success during ones lifetime, but they do have to be developed, and they have to be maintained in order to enjoy continued success. Hamburg (1989) defined the activity of life skills training as the fomnalized teaching of the requisite skills needed for surviving, living with others, and succeeding in a complex society. In addition Peter Scales (1986), a national leader in child development and family relations, indicated that life skills education is a back-to-the-basics approach, focusing on neglected thinking and reasoning skills. He offered that this approach has three components: (1) to encourage young people to consider information of all kinds, selecting some, rejecting some; (2) to enable them to make choices about and be critical consumers of both products and relationships: and (3) to teach them to help themselves and others through activism and social involvement. Danish, Petitpas, and Hale (1993) in discussing life skills taught through sports refen*ed to a Life Development Intervention (LDI) concept which employs a central strategy of

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Section: Non-4-h Referenced Studiesmentioning

confidence: 99%

Section: Data Inmentioning

confidence: 99%

Section: Data Inmentioning

confidence: 99%

Section: Comparisons With Other Studiesmentioning

confidence: 99%

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confidence: 99%

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Self-perceived youth leadership life skills development among Iowa 4-H members

Morris

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Adolescent Leadership Development

Whitehead

2009

Educational Management Administration & Leadership

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This article reviews the literature on adolescent leadership development and connects the concept of leadership authenticity as a way to influence anti-social adolescent behavior for pro-social outcomes. Because adolescent leaders develop from both pro-social and anti-social constructs, educators must recognize the unique power of both leadership funnels. Pro-social leaders are inclusive and build affiliation, while anti-social leaders are exclusive and rely on power. Leadership studies overly focus on adult-level leadership development. This article centers on the idea that leadership development is essential at the adolescent level, and opportunities for productive adolescent leadership development research, though difficult, do exist. In this article a functional definition for authentic leadership is developed along with a proposed research framework with researchable variables for studying leadership authenticity in adolescents. A case for using an authentic leadership paradigm for helping adolescents build their own leadership attitudes, skills, and experiences is advanced. Finally a review of the processes whereby adolescent leaders are selected, and the existing leadership development solutions existing in the American high school setting are discussed.

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Impact of being a West Virginia State FFA President on Career and Personal Accomplishments as Perceived by Past State FFA Presidents 1955 to 2005

Bennett¹

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This descriptive survey study was designed to identify the impact of being a West Virginia State FFA President elected between the years of 1955-2005 on career and personal accomplishments. The population consisted of 51 people who were elected to the office of West Virginia FFA President, the response rate was 69%. A survey which was composed of four main question sets was mailed to the accessible population. Questions focused on their SAE and FFA experience, involvement in community and school activities, leadership skills, and demographics. Data were collected and analyzed to identify contributing factors in each of the constructs. The study found that leadership skills were influenced by their FFA experience, specifically being a State President, and the respondents were active members of the community. Several indicated how FFA had an impact on their lives and they were appreciative of the opportunity. Some remarked that the experience lead them to their current careers. v TABLE OF CONTENTS

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

Cited by 8 publications

References 13 publications

Self-perceived youth leadership life skills development among Iowa 4-H members

Self-perceived youth leadership life skills development among Iowa 4-H members

Adolescent Leadership Development

Impact of being a West Virginia State FFA President on Career and Personal Accomplishments as Perceived by Past State FFA Presidents 1955 to 2005

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