Student Perceptions of Soft Skills & Career Decision Self-Efficacy through Participation in SAE

Authors

Becky Haddad, University of Nebraska-LincolnFollow
Adam A. Marx, North Dakota State UniversityFollow

Date of this Version

2018

Citation

Journal of Agricultural Education, 59(4), 159-176

https://doi.org/10.5032/jae.2018.04159

Comments

Copyright © 2018 Journal of Agricultural Education, a publication of the American Association for Agricultural Education. Used by permission.

Abstract

This study sought to assess student perceptions of soft skills and career decision self-efficacy attained through participation in different types of Supervised Agriculture Experience programs within School Based Agricultural Education. There was no significant difference found in career decision self-efficacy or perceived soft skill attainment between those who participated in SAE and those who did not. This study identified a positive significant impact for career decision selfefficacy and perceived soft skill attainment between those who had placement and exploratory SAEs with the exception of the problem-solving construct. Findings suggest that students participating in programs that require greater investment of student time, skill, capital, and initiative develop greater perceived skill attainment and efficacy through the SAE program.