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

Keywords: undergraduate students, academic strategies

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.  

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Published
2020-01-28
How to Cite
Jordan, S., Stripling, C., Boyer, C., Stephens, C., & Conner, N. (2020). Academic-related perceptions, beliefs, and strategies of undergraduate agricultural students. Advancements in Agricultural Development, 1(1), 75-85. https://doi.org/10.37433/aad.v1i1.17
Section
Articles