scholarly journals Supporting Students’ Psychological Needs and Motivation within School Based Agricultural Education Programs: A Mixed Methods Study

2020 ◽  
Vol 61 (2) ◽  
Keyword(s):  
Mixed Methods ◽  
Agricultural Education ◽  
Psychological Needs ◽  
Mixed Methods Study ◽  
Education Programs ◽  
School Based

scholarly journals Conceptualizing the process of supporting youths' psychological needs and intrinsic motivation within school based agricultural education programs : a mixed methods study

2017 ◽  
Author(s):  
◽  
Amanda Michelle Bowling
Keyword(s):  
Mixed Methods ◽  
Intrinsic Motivation ◽  
Agricultural Education ◽  
Student Motivation ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Mixed Methods Study ◽  
Motivational Strategies ◽  
Substantive Theory ◽  
School Based

The purpose of this mixed methods study was to identify the strategies, actions, and processes School Based Agricultural Education (SBAE) teachers utilize to support the psychological needs and intrinsic motivation of students. Through an exploratory sequential design, quantitative instruments were first utilized to gauge the motivational climate of the programs and the teachers' tendencies to either be autonomy supporting or controlling. Qualitative grounded theory interviews and observations were utilized to determine the actions and processes of needs support within the program. Through the convergent analysis a substantive theory was formed which identified the process for supporting SBAE student psychological needs. Within the theory, teacher motivational beliefs emerged as the context to which the needs support process was fostered and developing and supported the need for relatedness emerged as the central phenomenon. Within the process, teachers also utilized extrinsic and intrinsic motivational strategies, along with the intracurricular nature of SBAE programs to foster and strengthen student motivation. Students experienced a range of outcomes including support for the need of competence, support and thwart for the need of autonomy, and a range of extrinsic and intrinsic motivational outcomes.

scholarly journals 1072Mental health difficulties among adolescents in Ghana, coping mechanisms and the support systems: a mixed-methods study

2021 ◽  
Vol 50 (Supplement_1) ◽  
Author(s):  
Faith Agbozo ◽  
Noella Dufie Amobaa ◽  
Silvia Runge-Ranzinger ◽  
Pauline Grys
Keyword(s):  
Mental Health ◽  
Substance Abuse ◽  
Domestic Violence ◽  
Mixed Methods ◽  
Coping Strategies ◽  
Qualitative Data ◽  
Support Systems ◽  
Mixed Methods Study ◽  
School Based ◽  
Mental Health Difficulties

Abstract Background Despite their vulnerability, mental health of adolescents has received little attention in developing countries. We investigated the mental health difficulties faced by adolescents, their coping strategies and school-based support systems. Methods Design was a convergent mixed-methods study. Quantitative data was collected using the validated strengths and difficulties questionnaire to assess the mental health of 405 adolescents in four senior high schools (SHS) in the Techiman Municipality, Ghana. Qualitative data was collected through in-depth interview with 18 teachers and seven focused group discussions among 35 students. Adjusted odds ratio (OR) for mental health difficulties were estimated through ordinal logistic regression in Stata 14.2. Qualitative data were analysed by thematic content analysis using ATLAS.ti 7.1. Results Over half (58.5%) experienced abnormalities related to peer (20.5%), emotional (16.3%), conduct (13.3%) and hyperactivity (3.0%) problems and prosocial behaviours (5.4%). Significant determinants were being female (OR = 2.27, 95% confidence interval [CI]:1.47-3.50), bullied (OR = 1.72, CI:1.07-2.75), domestic violence (OR = 1.87, CI:1.10-3.17), substance abuse (OR = 8.14, CI: 1.41-46.8), academic pressure (OR = 2.40, CI:1.30-4.42), and perceived poor performance (OR = 7.36 CI:2.83-19.16). Mental health difficulties were attributed to financial challenges, spiritual influences, intimate relationships, bullying, and domestic violence. Coping strategies included isolation, substance abuse and spiritual help. Guidance and counselling unit, the main support system, was ineffective due to issues with trust, confidentially, and qualified counsellors. Conclusions As mental health difficulties were prevalent, school-based support systems, particularly guidance and counselling needs strengthening, including being manded by trained personnel. It is time to incorporate mental health education into school curricula. Key messages Mental disorders among adolescents are common. While guardians and religious bodies are critical, many of the triggers occur in school necessitating mental health-friendly school environments.

scholarly journals Advisory Councils in Tennessee School-Based Agricultural Education Programs

2017 ◽  
Vol 58 (2) ◽  
pp. 232-251
Author(s):  
Samantha Taylor ◽  
Christopher Stripling ◽  
Carrie Stevens ◽  
William Hart ◽  
Jeremy Falk ◽  
...  
Keyword(s):  
Agricultural Education ◽  
Education Programs ◽  
School Based ◽  
Advisory Councils

scholarly journals A Mixed-Methods Study to Evaluate Elementary School Staff’s Acceptability, Delivery Challenges, and Communication Regarding the Implementation of School-Located Influenza Vaccination Program in Hong Kong

Vaccines ◽  
2021 ◽  
Vol 9 (10) ◽  
pp. 1175
Author(s):  
Qiu-Yan Liao ◽  
Mei-Hong Dong ◽  
Jie-Hu Yuan ◽  
Wendy-Wing-Tak Lam ◽  
Benjamin J. Cowling ◽  
...  
Keyword(s):  
Elementary School ◽  
Hong Kong ◽  
Mixed Methods ◽  
Influenza Vaccination ◽  
Service Providers ◽  
Mixed Methods Study ◽  
Influenza Vaccines ◽  
Vaccination Program ◽  
School Staff ◽  
School Based

This was a mixed-methods study comprising a questionnaire-based survey, a qualitative study, and analysis of school newsletters to evaluate elementary school staff’s acceptability, delivery challenges and communication about school-located influenza vaccination program (SIVP) in Hong Kong. We found that school staff with lower intention to implement SIVP perceived greater logistical difficulties in arranging SIVP. Challenges regarding program delivery included schools’ limited infrastructure, the burden of paperwork, the fear of being overwhelmed by multiple school-based vaccination schedules, lacking confidence in communicating with parents about influenza vaccines, and the difficulties in managing vaccination-related anxiety among children with intellectual disability. School staff were generally passive in communicating with parents and students about influenza vaccines. We also found that schools may use the school newsletters as a substitute of the formal informed consent forms. Good partnerships among government, service providers and schools should be established to minimize the burden of paperwork for school staff, facilitate early planning of SIVP, and support schools with limited infrastructure and the vaccination of children with intellectual disabilities. Training is needed to enhance school staff’s confidence in communicating with parents and students about influenza vaccines and improve information delivery to support parents’ informed decisions for children’s vaccination.

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