scholarly journals Life Skill Development and Financial Impact Associated With a Youth Livestock Sales Program

2019 ◽  
Vol 14 (3) ◽  
pp. 70-87
Author(s):  
Holly Evans ◽  
Dean Jousan ◽  
Erdogan Memili ◽  
Leigh Beckman ◽  
Molly Nicodemus
Keyword(s):  
Financial Burden ◽  
Skill Development ◽  
The United States ◽  
Educational Goals ◽  
Life Skill ◽  
Continued Education ◽  
Life Skill Development ◽  
Scholarship Program ◽  
Livestock Program ◽  
County Fairs

The Sale of Junior Champions is a premier livestock auction and youth scholarship program held at Dixie Nationals as a part of Mississippi’s junior livestock program. The sale is open to 4-H and FFA members who qualified their livestock at the annual Dixie National Junior Round-Up. While youth livestock sales programs are commonly found at state and county fairs throughout the United States, demographic information and information concerning financial and life skill impacts of the program on participants is limited. Therefore, a survey instrument for the 2018 sale was designed to determine how the event has impacted the financial burden of continued education and life skill development of youth participants. Paper and electronic surveys were distributed during and after the event. Responses (n = 176) reflected a diverse group of participants including 4-H/FFA members (22%), parents of youth (22%), volunteers (21%), Extension employees/FFA advisors (22%), sale buyers/sponsors (12%), and others (2%). Most participants (45%) were older (40-60 years old). Almost half of the respondents (43%) had attended the sale 6 or more times, while 10% were first-time attendees. A driving force for attendance appeared to be the scholarships as 33% received or had a youth receiving a scholarship. Program participation promoted improvement in all life skills measured. Future educational goals in youths were reported to be positively impacted by sale participation (p < 0.001). Understanding of sale participant demographics and financial and life skill impacts will assist in program justification, future program growth, and identifying groups where participation can be strengthened.

scholarly journals Life Skill Development of Youth Participants of the Tennessee 4-H Beef Skillathon

2016 ◽  
Vol 11 (1) ◽  
pp. 88-97
Author(s):  
Josey M. Harris ◽  
Christopher T. Stripling ◽  
Carrie A. Stephens ◽  
H. Dwight Loveday
Keyword(s):  
Agricultural Education ◽  
Personal Development ◽  
Skill Development ◽  
National Level ◽  
Youth Leadership ◽  
Future Research ◽  
Life Skill ◽  
Life Skill Development ◽  
Livestock Program ◽  
Motivation To Participate

The purpose of this study was to examine youth leadership life skill development among Tennessee beef skillathon participants and determine factors influencing their motivation to participate.  Youth perceived the skillathon to have a moderate impact on their leadership life skill development. As a result, we recommend the skillathon continue to be an integral part of the overall livestock program in Tennessee. The reasons for participating in the skillathon mainly focused on testing knowledge, future careers, winning an award, fun, friends, 4-H agent or school-based agricultural education teacher, and personal development. Thus, utilizing both short-term and long-term influences during recruitment may increase skillathon participation.  Future research should be conducted on a national level to determine youth leadership life skill development and reasons for participating in the skillathon competition.

scholarly journals Students’ Perceptions of Life Skill Development in Project-Based Learning Schools

2016 ◽  
Vol 2 (1) ◽  
pp. 91 ◽  
Author(s):  
Kimberly Meyer ◽  
Scott Wurdinger
Keyword(s):  
Problem Solving ◽  
Time Management ◽  
Life Skills ◽  
Skill Development ◽  
Positive Influence ◽  
Project Based Learning ◽  
Life Skill ◽  
Structured Interviews ◽  
Life Skill Development ◽  
Learning Schools

<p>This research aimed to examine students’ perceptions of their life skills while attending project-based learning (PBL) schools. The study focused on three questions including: 1) What are students’ perceptions of their development of life skills in project-based learning schools? 2) In what ways, if any, do students perceive an increase in their life skill development over a one-year period of time? 3) What relationship, if any, is there between grade level and students’ perceptions of their life skills? The subjects were 275 6-12 students from two project-based learning charter schools in Minnesota. One school was located in a rural location; the other in an urban location. The triangulating data collection methods included a Likert-scale survey, semi-structured interviews, and focus groups. Quantitative analysis using SPSS were used to analyze the survey data. Qualitative analysis methods used were coding and identification of emergent themes. Qualitative results showed perceptions of most improved skills as time management, collaboration, communication, and self-directedness. Quantitative data results showed most improved skills within an academic year as responsibility, problem-solving, self-directedness, and work ethic. Self-directedness was the single skill that was evident in all data results. The results showed students’ perceptions of their life skills were positive and that project-based learning helped them develop multiple life skills including, but not limited to communication, collaboration, problem-solving, responsibility, and time management. Implications of this research suggest that project-based learning has a positive influence on students’ life skills development across 6-12 grade levels and helps prepare them to be successful in the 21<sup>st</sup> century global community and economy.</p>

Learning to Lead? Race and Perceived Effects of College on Life Skill Development Among Sportswomen

2020 ◽  
Vol 37 (1) ◽  
pp. 57-67
Author(s):  
Rachel Allison
Keyword(s):  
Racial Differences ◽  
Time Management ◽  
Campus Climate ◽  
Work Ethic ◽  
Skill Development ◽  
Life Skill ◽  
Positive Effects ◽  
Life Skill Development ◽  
Perceived Effects ◽  
Nationally Representative

Integrating the Student-Athlete Climate Study conceptual framework with critical race and intersectionality theories, I examine racial differences in the perceived effects of college on life skill development among college sportswomen. I use nationally representative data from the NCAA’s 2006 Growth, Opportunity, Aspirations, and Learning of Students in College (GOALS) survey to examine whether team and/or campus climate mediate racial differences. I find small, but statistically significant differences whereby sportswomen of color report less positive effects of college on leadership, teamwork, time management, and work ethic compared to white sportswomen, but more positive effects of college on their understanding of people of other races. Campus climate, but not team climate, partially mediates racial differences in the perceived effects of college on leadership, teamwork, time management, and work ethic.

scholarly journals The perceived impact of the national junior angus show and conference on youth leadership and life skill development

2017 ◽  
Author(s):  
◽  
Ben S. Weikert
Keyword(s):  
Youth Development ◽  
Skill Development ◽  
Target Population ◽  
Youth Leadership ◽  
Life Skill ◽  
Psychological Constructs ◽  
Electronic Survey ◽  
Development Organization ◽  
Life Skill Development ◽  
Perceived Leadership

The purpose of this study was to identify the relationships between participating in the National Junior Angus Show and perceived gain in youth leadership and life skill development, as well as to describe a relationship between 4-H participation, FFA participation, and demographic characteristics with youth leadership and life skill development. The target population for this study was youth who participated in the 2016 National Junior Angus Show and Conference (n= 851). An overall response rate of 50.8 % was attained in this study (n= 127). Youth provided their perceived gain in of youth leadership and life skill development, indicated which of 23 youth development activities they participated in, indicated their participation in 4-H, FFA, or other youth development organization, and also responded to basic demographic questions following the administration of an electronic survey instrument. Based on findings from this study, it was concluded that the 2016 National Junior Angus Show and Conference did have a perceived positive change on youth's leadership and life skill development. The researcher also concluded that age was a significant predictor of youth's perceived leadership and life skill development. Overall dosage of youth development activities showed significance across three psychological constructs The researcher also found that two of the 23 activities accounted for a significant perceived gain in youth leadership or life skill development across five psychological constructs. Further research is recommended through a qualitative lens to elicit more descriptive information on the experiences and growth that youth develop as the result of their participation in National Junior Livestock Shows and Conferences.

Stakeholders’ Perceptions of Social-Emotional and Life Skill Development Issues Characterizing Contemporary High School Sports

2009 ◽  
Vol 2 (1) ◽  
pp. 20-44 ◽  
Author(s):  
Daniel Gould ◽  
Sarah Carson ◽  
Angela Fifer ◽  
Larry Lauer ◽  
Robert Benham
Keyword(s):  
High School ◽  
Skill Development ◽  
Life Skill ◽  
High School Sports ◽  
Inappropriate Behaviors ◽  
Coaching Education ◽  
School Sports ◽  
Life Skill Development ◽  
Consensus Procedure ◽  
Group Interviews

This study was designed to identify issues and concerns involved in contemporary school sports that are perceived as influencing sports’ potential to achieve educational and developmental objectives (e.g., psychosocial and life skill development). Eleven focus group interviews involving 67 participants were conducted with key constituency groups involved in high school athletics (coaches n=14, athletic directors n=20, school principals n=11, parents of current high school athletes n=11, and student-athletes n=21). Results were content analyzed using a three-person inductive consensus procedure and triangulated across constituency groups. Issues identified as concerns included: inappropriate behaviors in high school sport, increased expectations for success, ramifications of over-commitment, health issues, coaching and administrative issues, and unmet affiliation needs of athletes which impact the motivation. Findings are discussed relative to the professionalization of scholastic sports and threats to its developmental and educational potential. Implications for coaching education are emphasized.

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