Eric D. Rubenstein & Andrew C. Thoron
Supervised Agricultural Experience (SAE) programs are an integral component of school-based agricultural education. However, student participation in SAE has continually decreased since the mid-1980s. Therefore, it was necessary to better understand factors that motivate students to participate in SAE programs. This led to the purpose of this qualitative study, which was to examine motivational factors that influence student participation in SAE. The researchers used the constant comparative analysis method to identify specific motivational factors that influenced SAE participation. The researchers found that participants were motivated by their family’s culture and traditions. Moreover, the student’s participation in the National FFA Organization (FFA), interaction with other FFA members, and recognition through SAE awards structure through FFA motivated students to engage in SAE. Further, the participants in this study were motivated by their personal satisfaction, interest, desire, and goals. The researchers also concluded that the agriculture teacher plays an important role in motivating students through conducting SAE supervision, building lasting relationships with students, and requiring student participation in SAE. Therefore, the researchers recommended that agriculture teachers continue to require every student to conduct an SAE and utilize all available resources to engage students in SAE.