Theses and Dissertations at Montana State University (MSU)
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Item Significance of 4-H on the development of youth's coping skills(Montana State University - Bozeman, College of Agriculture, 2020) Evenson, Josie Christine; Chairperson, Graduate Committee: Carl IgoPeople who reside in rural areas face challenges accessing the health and mental care they need. The lack of mental health resources creates an imperative need for finding avenues to help support youth in these areas. Youth organizations, such as 4-H, that promote positive development support the well-being of the individuals who participate in that program. Previous research on 4-H revealed youth who enroll in the program develop life skills through their participation. The research also exposed that there may be a correlation between life skills and coping skills, however, there has been little evidence to support this claim. Therefore, this study sought to answer the following question: In what significant ways do planned 4-H experiences impact 4-H members coping skills? To gather data eight Montana 4-H members were interviewed and nine adults associated with Montana 4-H participated in a focus group at a Montana 4-H event. The data was organized and then coded by the primary researcher and one committee member. All data was coded into four categories: productive coping, non-productive coping, reference to others and other. Youth reported using productive coping skills more than any other category with 66% of total responses being coded as such. Youth also reported using non-productive skills with a 11% response rate and reference to others with a 12% response rate. The other category had a 11% response rate. Adults reporting observing productive coping skills more than any other category with 58% of the total responses coded that way. The adults reported observing non-productive skills with a 5% response rate and reference to others with a 19% response rate. The adults had 18% of their results coded as other. Overall, both youth and adults reported that 4-H members are predominately using productive coping skills, which they have learned through their involvement in the 4-H program. Positive Youth Development programs like 4-H can provide avenues for youth and adults to work together to address mental health skills that a rural community may be lacking.Item Perception of Gallatin County 4-H members regarding animal projects(Montana State University - Bozeman, 1995) Dalbey, Matthew David; Chairperson, Graduate Committee: C. Van ShelhamerItem Perceptions of county agents and 4-H leaders toward fund-raising activities by the Montana 4-H Foundation(Montana State University - Bozeman, 1989) Connor, Jeffrey Flint; Chairperson, Graduate Committee: C. Van ShelhamerItem An analysis of the procedures and attitudes of participants in 4-H beef projects in Stillwater County(Montana State University - Bozeman, 1976) Egan, Charles EvansItem Perceptions of who should perform selected 4-H tasks in Montana(Montana State University - Bozeman, 1987) Bertelsen, David Laurits; Chairperson, Graduate Committee: C. Van ShelhamerItem The relationship between temperament type and motivations of Gallatin County 4-H volunteers for recruitment and retention efforts(Montana State University - Bozeman, College of Agriculture, 2015) McRae-Holland, Christina Maree; Chairperson, Graduate Committee: Carl IgoThe researcher examined 4-H adult volunteers using both the Real Colors TM temperament instrument and an instrument based on McClelland's trichotomy of needs. Volunteer personality temperaments and motivations had been observed in previous studies as defining factors for both recruitment and retention. However, no studies pertaining to 4-H volunteers had been conducted to determine if temperament type was a predictor for motivations. The researcher collected data from 16 current Gallatin County 4-H volunteers with at least one year of volunteer experience. Results revealed that the blue (idealist) temperament type was the dominant temperament type among the participants and orange (artisan) as the least dominant. Volunteers with blue (idealist) temperament types identified affiliation as their preferred motivation type, and orange (artisan) temperament identified achievement. Motivational statements identified as most and least important were included. No statistically significant correlation existed between temperament types and motivation subgroups (affiliation, achievement, and power). The study outlined motivation statements of importance for the different color temperament types and made recommendations for broader recruitment and retention strategies for a more adaptive volunteer program.Item Factors which influence retention of first-year 4-H leaders(Montana State University - Bozeman, College of Agriculture, 1988) Wolfe, Terry Lawrence; Chairperson, Graduate Committee: Douglas Bishop.The purpose of this study was to determine whether certain characteristics of first- and second-year volunteer 4-H leaders who terminate their leadership are different from those who continue their leadership in the 4-H program. Data for this study were gathered by a mailed questionnaire sent to 370 randomly selected first-year 4-H leaders in 25 Montana counties. Valid responses were received from 189 leaders who continued their leadership a second and third year, and 58 who dropped after their first year of leadership. Data were analyzed by the chi-square test of statistical independence at the .05 level of significance. The test was applied to 30 null hypotheses to determine if relationships existed between characteristics and 4-H leader continuance. Analysis of the data collected shows that statistical differences exist between the leaders who terminate after one year of leadership and those who continue for two or three years. The following characteristics were tested and shown to influence leadership tenure: age, employment outside the home, place of residence, number of children, involvement of children in the 4-H program, degree of satisfaction experienced as a first-year leader, attendance at 4-H club meetings and" 4-H activities, participation in leader training sessions, the number of contacts made with the county extension office, acceptance by other leaders, being included in decision-making regarding 4-H club programs and policy, and the strength of interest felt at the beginning of the year when compared to the level of interest at the end of the first year. Leaders who continued leadership: were 35-44 years of age, lived on a farm or ranch, had children in the program, were satisfied with 4-H leadership, attended six or more club meetings and four or more activities per year, participated in leader training, made two or more contacts with the county extension office per month, were accepted by other leaders, were included in decision-making, and had greater strength of interest at the end of the year than at the beginning.Item Perceptions of 4-H members, leaders and county agents toward the Montana 4-H vegetable gardening projects(Montana State University - Bozeman, College of Agriculture, 1985) McMaster, Susan LynnItem Life skill development of Montana 4-H campers(Montana State University - Bozeman, College of Agriculture, 1996) Wingard, Kelly JoThe purpose of the study was to determine whether or not 1996 Montana single and multiple county 4-H campers were developing Montana 4-H life skills by attending 4-H camps. The survey instrument for both the pretest and posttest was composed of 43 statements that measured life skill development on a Likert-type scale. This factorial, quasi-experimental study measured life skill development of participants in 9 single county 4-H camps and 4 multiple county 4-H camps in Montana. Pretest surveys were administered to participants at the beginning of the camps. Twenty-one days after the end of the camp, participants were sent a delayed posttest to be completed and returned to the researcher. The responses on the pretest and posttest data were entered into a spreadsheet file using Microsoft Excel (1994). The data was analyzed using SPSS-X (1995). Frequency distributions were calculated on demographic data. A matched pair t-test was used to analyze the life skill development from pretest scores to posttest scores at a 0.05 level to test for significant differences. An analysis of covariance was computed for the posttest with the pretest at a 0.05 level of significance to compare adjusted mean scores with single county camps versus multiple county camps, early versus late responders, and demographic influences. The data from this study revealed that Montana 4-H camps develop the life skills of fostering a positive self concept, learning decision-making and responsibility for choices, developing an inquiring mind, relating to self and others and acquiring a concern for communities--local and global. It was found that attendance of single county camps versus multiple county camps did not differ in life skill development. Various demographic influences also proved to have a significant effect on life skill development.Item Attitudinal differences--a study comparing 4-H members and dropouts, ages 13 to 15, in 16 Montana counties(Montana State University - Bozeman, College of Agriculture, 1984) Petroff, Arthur ReevesThe problem associated with this study was to determine what differences existed between the attitudes of active 4-H members and dropouts in this study toward the 4-H program in Montana. The researcher also wished to determine if there was a correlation between the age a person started 4-H and their length of membership. In addition, the researcher wanted to ascertain the reasons for dropping out of 4-H. The instrument was developed by the researcher and was sent to 491 present and 410 past 4-H members who were 13 to 15 years of age when enrolled in 4-H. This study included 16 counties in Montana. The data in this study were tested using the Pearson r correlation coefficient and the Chi-squared test of independence. Approximately 66 percent of the sample responded with about 60 percent actually being used. Approximately 52 percent of the respondents were from farms and ranches while 48 percent were from urban domiciles. Thirty-three hypotheses were tested in this study. The results of this testing indicated that an urban or rural domicile made no difference in the respondent's attitude that 4-H was mainly for people from farms and ranches. In addition, age was found to be negatively correlated to length of 4-H membership. The data also indicated that attitudinal differences existed between active 4-H members and dropouts in the areas of: (1) responsibility-building in 4-H, (2) 4-H and 4-H projects being fun and interesting, (3) recommending 4-H to others, (4) parental attitude toward 4-H, (5) 4-H being time consuming, (6) 4-H record books, (7) peer attitude toward 4-H, (8) parental pressure to stay in 4-H, (9) memebership in school organizations, (10) 4-H program repetition, (11) help received in 4-H, (12) interest in school and 4-H, (13) member voice in 4-H planning, (14) peer influence to quit 4-H. The two main reasons given for dropping out of 4-H were: (1) I had too many other things to do and, (2) the club was not very organized. The major conclusions drawn from this study are that: (1) 4-H may not be for every youth but the 4-H program should explore ways to broaden its appeal while retaining its 4-H image, (2) 4-H and School will vie for young people's time and (3) family participation in 4-H is important to 4-H member retention.