Abstract
The purpose of the study was to examine the input factors and outcomes within the student motivational profile (SMP) that may affect the self-determination of students who elected to enroll in an agricultural education career academy was conducted. This study introduces the organismic socio-behavioral perspective (OSBP), which was developed to inform educational interventions on student motivation and engagement from a more holistic perspective. Among the 114 urban high school student respondents, those who reported having a choice in the decision to enroll in the comprehensive agriculture program were more likely to have self-determined types of academic motivation, academic satisfaction, and higher levels of perceived effort. Limitations within the SMP to measure moderate to strong associations with academic achievement were identified and recommendations on how to address these limitations were discussed. The study is intended to introduce a line of inquiry toward developing an inventory that identifies measurable factors that impact student engagement and achievement.
Highlights
Student motivation and the social factors that affect it are very significant psychological concepts in education (Gillet, Vallerand, & Lafrenière, 2012)
The students could be satisfied with attending the academy and not satisfied with certain courses and lack interest in tasks associated with that undesirable setting. These findings indicate that the measure for effort is appropriate, but the measure for satisfaction should be expanded to include sub-factors of satisfaction related to specific academic components (Kim & Lee, 2015)
Modifying the measures for all three input factors to include a perceived fulfillment of psychological needs measure, an expanded academic satisfaction measure, and a revised autonomy support measure that includes perceptions of teachers and peers would move this line of inquiry closer to that possibility
Summary
Student motivation and the social factors that affect it are very significant psychological concepts in education (Gillet, Vallerand, & Lafrenière, 2012). The learner must receive structures, rewards, and incentives in order to be successful in school This viewpoint emphasizes the teacher providing extrinsic controls in order to motivate students. The second theory assumes that motivation is already present and can be catalyzed in the academic setting From this point of view, the teachers and parents accomplish student motivation by providing encouragement and nurturing the students’ educational interests. Teachers aid in the process of students accomplishing outcomes by communicating clear expectations and values (Williams & Williams, 2011) and parents reinforce the message at home This motivational support can take the form of information and advice, modeled behavior, or specific experiences that facilitate learning
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