Motivational needs of middle grade students enrolled in agricultural education in Georgia.

Abstract The purpose of this study was to examine the motivational needs of middle grade (grade 7-8) students who enroll in Agricultural Education classes in Georgia. McClelland=s motivational needs theory served as the framework for the study. The data determined that agricultural students had a higher need for achievement than for affiliating or power and that no differences existed between FFA members and non FFA members. The study also determined that female agricultural education students had a higher need for affiliation and power than male students. No differences were found in the need for achievement, affiliation or power when students were grouped by grade or geographic location. African-American students had a higher need for achievement and power than students in all other ethnic categories

Educational Interests of Extension Agents: Implications for the Delivery of Educational Programming at a Distance

How interested are Extension agents in receiving education at a distance? Are agents focused on earning a graduate degree via distance, or are they inclined to pursue a certification, or even enroll for a single course? Do agents perceive they possess sufficient competence to learn effectively on-line? What do agents believe are significant barriers preventing them from furthering their education via distance? If sufficient interest exists, what steps should colleges of agriculture take to meet the needs of this audience? This article reports responses from 238 Extension agents in Georgia to questions about their interest in learning at a distance