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In Extension Education, Journal, Quantitative, Vol. 68

A Reason to Reason: Motivations Influencing Youth Participation in 4-H State Horse Judging

Jamie Brianne Putnam, Alexa J. Lamm, & Brittani G. Kirkland
Assessing the motivational factors driving youth to become engaged and devoted to a state 4-H horse judging program will assist in allowing extension professionals to better facilitate programs geared towards promoting higher levels of achievement, life and career readiness, and professional success. Using the Self-Determination Theory (SDT) as the theoretical framework, this study used a questionnaire administered to a purposive sample of the 2016 Colorado, Florida, and Texas state 4-H horse judging contestants facilitated by Colorado State University, the University of Florida, and Texas A&M University (n = 71). Intrinsic motivation was found to be the highest motivator followed by extrinsic motivation and perceived confidence. The top four intrinsic items that most strongly influenced respondents were wanting to learn something new, liking horses, being interested in learning about horses, and desiring to gain more confidence speaking in public.

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In Extension Education, Journal, Qualitative, Vol. 67

Needs Assessment for Prospective Hispanic Farmers and Ranchers

Baleshka Brenes Mayorga, Robert L. Williams, Leah Wickersham, & Teresa Duch-Carvallo
The purpose of this qualitative study was to identify the needs and interests of prospective Hispanic farmers and ranchers in the target counties in order to improve outreach programs. The results will help outreach programs to mitigate the barriers identified by study participants and focus on the needs of Hispanic farmers. The methodology used was basic qualitative research using focus group interviews, observational analysis, and literature review of previous studies. Three focus group interviews with 6-14 people in each group were used for data collection. Interviews were conducted in Spanish and recorded. Comparisons were made within groups and among groups. The information was analyzed to identify patterns or trends in discussion. The categories found included family support, education, culture, communication, economic stability, immigration status, services, agriculture, fear, language, vision and opportunities, how to start and maintain a business, and community opinion leadership.

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In Extension Education, Journal, Quantitative, Teacher Education & School-based Ag. Education, Vol. 67

4-H Members’ Motivating Factors for and Deterrents to Participation in an International Experience Program: Development of the 4-H International Experience Program Questionnaire

J.C. Bunch, Melissa Cater, & Shelli D. Rampold
As transportation and communication systems evolve, the ability of youth to participate in international experience program (IEP) improves. However, not all youth will choose to participate in an IEP even if an IEP is readily available. Understanding the motivating factors for participation in an IEP and deterrents to participation in an IEP can assist program developers better market available experiences. In order to assess factors that inhibit or promote participation in an IEP, valid and reliable instruments are needed. This study describes the development and initial validation of the 4-H International Experience Program Questionnaire, an instrument designed to measure 4-H members’ motivating factors for participation in an IEP and deterrents to participation in an IEP.

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In Extension Education, Journal, Quantitative, Vol. 67

Beliefs and Attitudes of 4-H Agents About Global Agriculture Issues

Sara D. Hurst, T. Grady Roberts, & Amy Harder
It is increasingly urgent for 4-H youth to be prepared to enter careers that will provide solutions to complex agricultural challenges including global food security, climate change, and renewable energy resources. Are 4-H agents ready and willing to lead programs that incorporate global concepts and content? According to a national survey of randomly selected 4-H agents nationwide, overall, 4-H agents had favorable personal beliefs and positive attitudes about what youth should learn. They also had a wide variety of personal experiences, but agent beliefs and attitudes did not vary based on those experiences. Results indicate conditions are conducive to agents leading globally-oriented programs. Future research should examine the actual behaviors of 4-H agents.

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