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

Abstract

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

Life Skill Development of Youth Participants of the Tennessee 4-H Beef Skillathon

“…Anderson, Bruce, Jones, and Flowers (2015) reported YLLSD scores of livestock exhibitors at the North Carolina State Fair were high, and the high scores are an indicator that livestock project exhibition may facilitate YLLSD. Similarly, Walker (2006) and Morris (1996) stated youth perceived livestock exhibition to cultivate YLLSD. Boleman, Cummings, and Brier's (2004) found parents perceived their child's life skills were being enhanced by 4-H beef project participation.…”

The enablers and barriers of providing professional practical skills education to rural elementary school students in Zhejiang, China

“…A student participant stated, "I like classes that are taught through our everyday life experiences, so that I can actually practice instead of just listening to the teachers to repeat the textbook." Considering the fact, which has been discussed in Chapter 2, that confluent education theory, requires the employment of experiential learning and that the learning of practical skills occurs when experiential learning is employed (Morris, 1996), the researcher concluded that students would enjoy learning practical skills together with technical skills.…”

“…This focus requires the employment of experiential learning practice to implement the educational program. Morris (1996) The traditional exam-oriented education system in rural China deprives even elementary school students the opportunities of experiential learning. Under such educational practices, not only are the mind and the body of the learners separated, but also the learners and the rest of the society are separated.…”

“…Glenn and Nelson "referred to their 'significant seven' as skills that are necessary for success during ones lifetime" (Morris, 1996, p. 7). At the similar time period, Peter Scales focused on neglected thinking and reasoning skills as life skills (Morris, 1996).…”

“…Though different authors define life skills differently, the skills are linked by certain common threads. In short, authors all agree that youth who have life skills are more likely to lead successful lives today and in the future and will actively contribute to their societies (Morris, 1996). In this regard, as a means to reach positive youth development, obtaining practical skills does not conflict with learning life skills; instead practical skills expand and add to life skills.…”