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dc.contributor.advisorHenry, Anna L.eng
dc.contributor.authorBird, William Alleneng
dc.date.issued2012eng
dc.date.submitted2012 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on May 16,2013).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Anna L. Henryeng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionVita.eng
dc.descriptionPh. D. University of Missouri--Columbia 2012.eng
dc.description"May 2012"eng
dc.description.abstract[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this study was to determine the influence of involvement level, autonomy, and reflection during FFA civic engagement activities on students' self-perceived civic responsibility levels. The study utilized a quasi-experimental, nonequivalent comparison group design. The treatment consisted of two groups: an experimental reflection group and a control group. Four school-based agriculture programs agreed to participate, providing a time and place sample of 282 respondents. Analysis of covariance (ANCOVA) revealed positive effects on reflection groupsubjects' self-perceived levels of civic responsibility. It was concluded that students in the reflection group had higher levels of self-perceived civic responsibility than control group students. Furthermore, simultaneous multiple linear regression models explained significant variance in students' levels of self perceived civic responsibility scores using a linear combination of involvement level, autonomy, and structured guided reflection. This study provides the first empirical support of structured reflection within FFA civic engagement programming. The reflection component enhanced youths' perceived connection with their community, their awareness of community needs, and their efficacy towards improving community issues. The reflection component of civic engagement can potentially serve as a valuable pedagogical tool within FFA programming and other youth development initiatives.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.format.extentxii, 146 pageseng
dc.identifier.oclc872569500eng
dc.identifier.urihttps://doi.org/10.32469/10355/35201eng
dc.identifier.urihttps://hdl.handle.net/10355/35201
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.rightsAccess is limited to the campuses of the University of Missouri.eng
dc.subjectcivic engagement activitieseng
dc.subjectcivic responsibilityeng
dc.subjectparticipant perceptioneng
dc.subjectpedagogical tooleng
dc.subjectyouth development initiativeeng
dc.titleFactors influencing students' self-perceived levels of civic responsibility during FFA sponsored civic engagement activitieseng
dc.typeThesiseng
thesis.degree.disciplineAgricultural education (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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