EXPECTANCY-VALUE IN THE ENROLLMENT FACTOR OF AGRICULTURAL EDUCATION YOUTH

This quantitative study considers the motivating factors for enrollment in secondary agricultural education courses from students whose home background is not from a farm. This study utilizes expectancy-value theory, and looks at students (n=211) from different agricultural backgrounds and the impact on their ability beliefs, expectancies for success, and usefulness, importance, and interest for enrollment in agricultural education courses. The results indicate that students who have no affiliation to a farm have the highest ability beliefs and expectancies for success towards agricultural education in relation to students who are from traditional agricultural backgrounds