Explaining Research Utilization Among 4-H Faculty, Staff, and Volunteers: The Role of Self-Efficacy, Learning Goal Orientation, Training, and Previous Experience

An investigation of factors that facilitate the utilization of research evidence among faculty, staff, and volunteers in the 4-H Youth Development Program is presented in this paper. Participants (N= 368; 86 4-H faculty, 153 staff, and 129 volunteers) represented 35 states; structural equation modeling was utilized in the analyses. Results of the path analysis explained 56% of variance in research utilization and 28% in research utilization self-efficacy. Among the factors impacting research utilization, self-efficacy played the most important role. In turn, self-efficacy for research utilization was positively influenced by participants’ learning goal orientation, frequency of 4-H training during the last 12 months, education in research-related areas, and investigative career interests. In addition, 4-H staff who were exposed to research at higher levels reported higher research utilization self-efficacy. The findings reinforce the importance of fostering research utilization self-efficacy among 4-H faculty, staff, and volunteers. Among the suggestions presented are regular 4-H training opportunities and on-going exposure to program evaluation and program improvement experiences

Explaining Research Utilization Among 4-H Faculty, Staff, and Volunteers: The Role of Self-Efficacy, Learning Goal Orientation, Training, and Previous Experience

An investigation of factors that facilitate the utilization of research evidence among faculty, staff, and volunteers in the 4-H Youth Development Program is presented in this paper. Participants (N= 368; 86 4-H faculty, 153 staff, and 129 volunteers) represented 35 states; structural equation modeling was utilized in the analyses. Results of the path analysis explained 56% of variance in research utilization and 28% in research utilization self-efficacy. Among the factors impacting research utilization, self-efficacy played the most important role. In turn, self-efficacy for research utilization was positively influenced by participants’ learning goal orientation, frequency of 4-H training during the last 12 months, education in research-related areas, and investigative career interests. In addition, 4-H staff who were exposed to research at higher levels reported higher research utilization self-efficacy. The findings reinforce the importance of fostering research utilization self-efficacy among 4-H faculty, staff, and volunteers. Among the suggestions presented are regular 4-H training opportunities and on-going exposure to program evaluation and program improvement experiences

A Qualitative Evaluation of the 4-H Record Book in Light of the PYD Concepts: Belonging, Mastery, Independence, and Generosity

The highlights of a study of the 4-H Record Book (RB) in light of the four positive youth development (PYD) concepts: belonging, mastery, independence, and generosity are discussed in this paper. Utilizing qualitative methods we interviewed 21 participants (14 leaders, 9 recent 4-H alumni) from 9 states. Results describe the ways in which participants perceived that the RB (a) supports the four PYD concepts (e.g., “RB fosters independence through the goal setting, monitoring, and appraising process”) and (b) does not support, or should be revised to support the concept (e.g., “RB competitions may hinder mastery”). Our results support the RB as a PYD intervention but we recommend that states/counties consider these results when revising RBs. In light of concerns about age and developmental appropriateness, we suggest that the most pressing question is whether or not the traditionally formatted RB is appropriate for all 4-Hers. We encourage RB committees to engage professionals with developmental expertise (e.g., educators) in RB revisions

Investigating the Utilization of Research Evidence in the 4-H Youth Development Program

This study investigated the acquisition, interpretation, and utilization of research evidence in the 4-H Youth Development Program from the frame of Social Cognitive Theory. Utilizing Consensual Qualitative Research, we interviewed twenty 4-H faculty, staff, and volunteers from seven states. Results indicated four domains, which covered participants’ definitions of research utilization, their experiences utilizing research, the process of acquiring and distributing research, and barriers and facilitators to research utilization. Participants described research use primarily in terms of improving 4-H programs. They discussed their level of confidence (i.e. self-efficacy) in finding and applying research evidence and their beliefs about the outcomes of research utilization (i.e. outcomes expectancy). Participants mentioned such barriers as not knowing where to look for research, lack of time, lack of funding, and difficulty applying research findings to their work. The facilitators included support from other 4-H colleagues and availability of 4-H specific conferences, publications, and curriculum databases

A Qualitative Evaluation of the 4-H Record Book in Light of the PYD Concepts: Belonging, Mastery, Independence, and Generosity

The highlights of a study of the 4-H Record Book (RB) in light of the four positive youth development (PYD) concepts: belonging, mastery, independence, and generosity are discussed in this paper. Utilizing qualitative methods we interviewed 21 participants (14 leaders, 9 recent 4-H alumni) from 9 states. Results describe the ways in which participants perceived that the RB (a) supports the four PYD concepts (e.g., “RB fosters independence through the goal setting, monitoring, and appraising process”) and (b) does not support, or should be revised to support the concept (e.g., “RB competitions may hinder mastery”). Our results support the RB as a PYD intervention but we recommend that states/counties consider these results when revising RBs. In light of concerns about age and developmental appropriateness, we suggest that the most pressing question is whether or not the traditionally formatted RB is appropriate for all 4-Hers. We encourage RB committees to engage professionals with developmental expertise (e.g., educators) in RB revisions

A repeated measures investigation of the first-year adaptation experiences of the female expatriate spouse living in Turkey

Using a 1 -year longitudinal-panel design, 32 American, female expatriate spouses who relocated to Ankara, Turkey, completed measures of global functioning and were interviewed at just-arrived, 3-, 6-, 9-, and 12-month stages. Because of the mixed methods approach of this project, results of the Naturalistic Inquiry are reported in a companion manuscript (Bikos et al., 2007, this issue). Differences in the importance and expectation of life roles (i.e., occupational, parent, marital, homecare) were found. Quantitative results indicated no differences in life roles importance, alcohol use, marital satisfaction, or mental health functioning as a function of time-in-country. Analyses do not support the culture shock/U-curve model as a predictable pattern of adaptation. The authors conclude that time-in-country is only one of a myriad of variables that could be used to predict adaptation. Future expatriate research should use models that offer greater complexity

A longitudinal, naturalistic inquiry of the adaptation experiences of the female expatriate spouse living in Turkey

Using a one-year longitudinal-panel design, 32 American, female, expatriate spouses who relocated to Ankara, Turkey, were interviewed at just-arrived, 3-, 6-, 9-, and 12-months stages. This project utilized mixed methods research design. Results of the quantitative, repeated measures component is reported in Bikos et al. (2007, this issue). Results of the Naturalistic Inquiry provided rich, thick descriptions of eight themes as they unfolded through the first year of this expatriate assignment. The resulting themes included predeparture preparation, settling in, impact of expatriation on the wife's life roles, social emotional functioning, approaches to coping, supportive systems, language, and interaction with the host culture. The authors interpreted the results in light of the life role salience and career adaptability constructs of Super's Life-Span, Life-Space approach to career development. In addition, results of this project integrated well with previous research about expatriate spouse adjustment