Exploring Student Retention in Postsecondary Agriculture, Food, and Natural Resources Education Programs

Authors

Aaron J. McKim, Michigan State UniversityFollow
Tyson J. Sorensen, Utah State UniversityFollow
R. Bud McKendree, Michigan State UniversityFollow
Catlin M. Pauley, Michigan State UniversityFollow

Keywords

major commitment, self-efficacy, social community, learning community, postsecondary education

Disciplines

Higher Education and Teaching | Secondary Education and Teaching | Vocational Education

Abstract

The current analysis foregrounded postsecondary agriculture, food, and natural resources (AFNR) education programs through an analysis of learning community, social community, general self-efficacy, and major commitment. Analysis identified statistically significant differences in major commitment perceived by year in school, with students earlier in their program reporting statistically higher major commitment than those later in their program. In congruence with the theoretical framework of student learning and persistence, the outcome variable general self-efficacy was modeled with year in school, learning community, and social community as predictors. In total, the model predicted 16% of the variance in general self-efficacy with social community as the only statistically significant predictor. Similarly, major commitment was modeled with year in school, learning community, and social community as predictors. In total, the model predicted 27% of the variance in major commitment with learning community and year in school being statistically significant predictors.

Recommended Citation

McKim, A. J., Sorensen, T. J., McKendree, R. B., & Pauley, C. M. (2018). Exploring Student Retention in Postsecondary Agriculture, Food, and Natural Resources Education Programs. Journal of Research in Technical Careers, 2 (2). https://doi.org/10.9741/2578-2118.1047