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Academic-related perceptions, beliefs, and strategies of undergraduate agricultural students

Samantha L. Jordan,C. Stripling,C. Boyer,Carrie Stephens,N. Conner

Published 2020 in Unknown venue

ABSTRACT

Students’ academic-related perceptions, beliefs, and strategies are fundamental elements that influence teaching and learning within colleges of agriculture. This study investigated students’ academic efficacy, academic self-handicapping, and skepticism about the relevance of school for future success at the University of Tennessee’s Herbert College of Agriculture. The students were academically efficacious, rarely self-handicapped, and did not doubt the relevance of their degree. In addition, a low negative association was found between academic efficacy and self-handicapping, a negligible relationship was found between academic efficacy and skepticism about the relevance of school for future success, and a moderate relationship was found between academic self-handicapping and skepticism about the relevance of school for future success. Therefore, instructors are encouraged to move past traditional lecture-based instruction and challenge their students at higher cognitive levels, which will allow students to realistically explore the complexities of agriculture. Furthermore, academic self-handicapping may be an indicator of lower academic efficacy and/or skepticism about the relevance of a student’s degree. Future research should further explore these relationships.

PUBLICATION RECORD

  • Publication year

    2020

  • Venue

    Unknown venue

  • Publication date

    2020-01-28

  • Fields of study

    Agricultural and Food Sciences, Education, Psychology

  • Identifiers
    DOI 10.37433/AAD.V1I1.17
  • External record

    Open on Semantic Scholar

  • Source metadata

    Semantic Scholar

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