Date of Graduation

8-2019

Document Type

Thesis

Degree Name

Master of Science in Agricultural & Extension Education (MS)

Degree Level

Graduate

Department

Agricultural Education, Communications and Technology

Advisor/Mentor

Catherine Shoulders

Committee Member

Jeff Miller

Second Committee Member

Mary Savin

Keywords

agriculture, best practices, cognitive evaluation theory, international education, learning, Maslow's hierarchy, student engagement, student motivation, study abroad

Abstract

Colleges aim to increase student achievement, which has been linked to motivation and engagement, as well as increase global partnerships. There is also an increasing demand from students for international programs (IPs) that prepare them to be global citizens. This study aimed to compare student motivation for continuing college and student engagement in the classroom before and after an IP. Students who participated in a Bumpers College of Agricultural, Food, and Life Sciences IP between January 2018 and August 2018 were surveyed prior to, and two weeks and three months post-program participation (n = 24). The instrument had 51 Likert-scale questions and nine demographic questions. The majority of respondents were female (83.3%, n = 20) and all grade classifications were represented. There was a decrease in intrinsic motivation from before-IP to three-months post-IP and two-weeks post-IP to three-months post-IP. There was also a decrease in emotional engagement from pre-IP to three-month post-IP and a decrease in skills engagement from two-weeks post IP. No significant differences were detected for the other six motivation constructs or two engagement constructs. These data provide insight into the impacts of IPs on student motivation and engagement. Additional quantitative studies regarding student motivation and engagement, specifically intrinsic motivation, skills engagement, and emotional engagement are, warranted in regard to IPs. Furthermore, it would be possible to follow this study with qualitative research to determine if students identified specific classroom techniques or post-IP practices that could be implemented to combat the decreases in intrinsic motivation, skills engagement, and emotional engagement after an IP.

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