Academic-related perceptions, beliefs, and strategies of undergraduate agricultural students
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.
Arazzini S. M., & De George-Walker, L. (2014). Self-handicapping, perfectionism, locus of control and self-efficacy: A path model. Personality and Individual Differences, 66, 160-164. https://doi.org/10.1016/j.paid.2014.03.038
Bandiera, O., Larcinese, V., & Rasul, I. (2015). Blissful ignorance? A natural experiment on the effect of feedback on students' performance. Labour Economics, 34, 13-25. https://doi.org/10.1016/j.labeco.2015.02.002
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman and Co.
Berglas, S., & Jones, E. (1978). Drug choice as a self-handicapping strategy in response to noncontingent success. Journal of Personality and Social Psychology, 36(4), 405-417. https://doi.org/10.1037/0022-3522.214.171.1245
Davis, J. A. (1971). Elementary survey analysis. Prentice-Hall.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3- 4), 325-346. https://doi.org/10.1080/00461520.1991.9653137
Dillman, D., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys: The tailored design method (4th ed.). Wiley.
Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality & Social Psychology Bulletin, 21(3), 215. https://doi.org/10.1177%2F0146167295213003
Gadbois, S. A., & Sturgeon, R. D. (2011). Academic self-handicapping: Relationships with the learning specific and general self-perceptions and academic performance over time. British Journal of Educational Psychology, 81(2), 207-222. https://doi.org/10.1348/000709910X522186
Goecker, A. D., Smith, E., Marcos Fernandez, J., Ali, R., & Goetz, R. (2015). Employment opportunities for college graduates in food, agriculture, renewable natural resources, and the environment: United States 2015 - 2020. Retrieved from https://www.purdue.edu/usda/employment/
Herbert College of Agriculture. (2013). CASNR 2020: A Strategic Plan for the College of Agricultural Sciences and Natural Resources. Retrieved from https://ag.tennessee.edu/herbert/Documents/CASNR%202020%20Strategic%20Plan.pdf
Humphreys, D., & Davenport, A. (2005). What really matters in college: How students view and value liberal education. Liberal Education and Americas Promise, 91(3), 36-43. Retrieved from https://files.eric.ed.gov/fulltext/EJ720383.pdf
Martin, A. J., Wilson, R., Liem, A. D., & Ginns, P. (2013). Academic momentum at university/college: Exploring the roles of prior learning, life experience, and ongoing performance in academic achievement across time. Journal of Higher Education, 84(5), 640-674. https://doi.org/10.1080/00221546.2013.11777304
McCrea, S. M. (2008). Self-handicapping, excuse making, counterfactual thinking: Consequences for self-esteem and future motivation. Journal of Personality and Social Psychology, 95(2), 174-192. https://doi.org/10.1037/0022-35126.96.36.1994
Midgley, C., Kaplan, A., Middleton, M., Maehr, M., Urdan, T., Anderman, L., . . . Nelson, J. (2000). Patterns of Adaptive Learning Scales. 1-74.
Murrel, A., & Mingone, M. (1994). Correlates of temporal perspective. Perceptual and Motor Skills, 78, 1331-1334. https://doi.org/10.2466%2Fpms.1994.78.3c.1331
National Academies of Sciences. (2018). How people learn II: Learners, contexts, and cultures. National Academies Press. https://doi.org/10.17226/24783
National Research Council. (2009). Transforming Agricultural Education for a Changing World. National Academies Press.
Osterman, K. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323-367. https://doi.org/10.3102%2F00346543070003323
Pintrich, P. R., & Zusho, A. (2007). Student motivation and self-regulated learning in the college classroom. In R. P. Perry & J. C. Smart (Eds.), The scholarship of teaching learning in higher education (pp. 731- 810). Springer.
Putwain, D., Sander, P., & Larkin, D. (2013). Academic self-efficacy in study-related skills and behaviors: Relations with learning-related emotions and academic success. British Journal of Educational Psychology, 83, 633-650. https://doi.org/10.1111/j.2044-8279.2012.02084.x
Schunk, D. H. (2012). Learning theories: An educational perspective. Pearson.
Schwinger, M., Wirthwein, L., Lemmer, G., & Steinmayr, R. (2014). Academic Self-Handicapping and Achievement: A Meta-Analysis. Journal of Educational Psychology, 106(3), 744-761.
Stinebrickner, R., & Stinebrickner, T. (2014). Academic performance and college dropout: Using longitudinal expectations data to estimate a learning model. Journal of Labor Economics, 32(3), 601-644. https://doi.org/10.1086/675308
Stripling, C. T., & Ricketts, J. C. (2016). Research priority 3: Sufficient scientific and professional workforce that addresses the challenges of the 21st century. In T. G. Roberts, A. Harder, & M. T. Brashears (Eds). American Association for Agricultural Education national research agenda: 2016-2020 (pp. 29-35). Department of Agricultural Education and Communication.
Zuckerman, M., Kieffer, S., & Knee, C. (1998). Consequences of self-handicapping: Effects on coping, academic performance, and adjustment. Journal of Personality And Social Psychology, 74(6), 1619-1628. https://doi.org/10.1037/0022-35188.8.131.529
Zuckerman, M., & Tsai, F. F. (2005). Costs of self-handicapping. Journal of Personality, 73, 411–442. https://doi.org/10.1111/j.1467-6494.2005.00314.x
Copyright (c) 2020 Christopher Stripling, Carrie Stephens, Nathan Conner
This work is licensed under a Creative Commons Attribution 4.0 International License.