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Item Nontraditional student's transition to college through the lens of Bronfenbrenner's ecological theory, Schlossberg's transition theory and gender schema theory(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Neber, Elfriede; Chairperson, Graduate Committee: Tricia SeifertOver the past several decades, an increasing number of nontraditional students have been enrolling in college, however they face a variety of challenges in completing their educational goals and have lower completion rates than traditional students. Thus, the more institutions can understand about this student population, the better they can serve their unique needs. This qualitative study sought to understand how nontraditional students experience the transition to college, how these experiences differ by gender and which institutional factors help and/or hinder with the transition. To gain a better understanding of their transition to college, a transcendental phenomenological approach was used and the findings were analyzed using the lens of Schlossberg's Transition Theory, Bronfenbrenner's Ecological Theory and Gender Schema Theory. The participants included 10 female and 12 male participants who met the following criteria: over the age of 25, first year attending Great Falls College MSU and at least a one-year break since attending school elsewhere. They were interviewed two to three times, their interviews were transcribed and analyzed, and emergent categories were developed. The data was then analyzed using apriori codes developed from Schlossberg's Transition Theory followed by a further level of analysis using from Bronfenbrenner's Ecological Theory. Within the context of Ecological Theory, themes related to gender differences and institutional factors were identified. Key findings included that most students found the initial transition stressful, they resorted to a variety of coping skills and there were no significant gender differences in the transition experience. Overall, they demonstrated high levels of resilience and strong coping skills. They felt welcome and supported by the institution and only a few minor areas were identified for improvement. There were a few curious findings not identified in previous research including that the male participants actively sought opportunities to serve as mentors; that some students enroll seeking new careers with greater meaning and purpose rather than just economic gain; they had difficulty relating to traditional aged students and had attitudes of superiority towards them; most struggled with technology; and college did not necessarily become easier as they progressed through their education.Item Perception of hardiness in rural men(Montana State University - Bozeman, College of Nursing, 1996) Wirtz, Ellen FrancesItem 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 Welcome to the club : education where the bell never rings(Montana State University - Bozeman, College of Education, Health & Human Development, 1996) Astroth, Kirk AlanItem Montana State 4-H volunteer leader college : does it make a difference?(Montana State University - Bozeman, College of Agriculture, 2005) Bradbury, Ricarda Marie; Chairperson, Graduate Committee: Carl Igo.The purpose of this study was to measure the degree to which leaders who received training through the Montana 4-H Volunteer Leader College (VLC) had an affect on the life skills development of members in their 4-H clubs. Data was collected using a written survey. Leaders and members from 4-H clubs in Montana comprised the sample. Descriptive statistics, two-tailed t-tests, and chisquare were generated for analysis. After analysis, the following conclusions, recommendations and implications were made: Conclusions: (1) 4-H members surveyed were demographically similar. Leaders in the treatment group had been involved more years as 4-H leaders. Leaders from the treatment group reported receiving higher levels of training from 4-H extension. (2) Membersα perceptions of their life skills or leadersα perceptions of their ability to provide members with life skills were not influenced by training through the VLC. (3) A greater occurrence of officer training and a difference in officer selection was reported by members of the treatment group. (4) Community involvement, as summarized by leaders, seemed to be more varied and occurred more often in the treatment group. Higher levels in this area were also perceived by members in the treatment group. Recommendations: (1) Further study was recommended to determine if mandatory training of volunteer leaders for life skills development provided different impacts than volunteer training, Additionally, further research was needed to determine the effect officer election and training strategies employed by leaders had on level of community involvement of clubs. (3) Assessment of the VLC was recommended, with consideration given to the National 4-H Strategic Plan. (4) A quasi-experimental design using larger treatment and control groups from throughout Montana should be conducted. (5) Changes to the survey instrument should be included in further research. Implications: (1) Overall, the perceived life skills possessed by Montana State 4-H members were high, regardless of leader training. (2) Alternative explanations were available concerning specific leader practices of officer training and selection and community involvement.Item Factors influencing the leadership life skills of Montana 4-H youth(Montana State University - Bozeman, College of Agriculture, 2008) Flynn, Allison Maurine; Chairperson, Graduate Committee: Carl Igo.Since its inception, the 4-H program has been through many transitions, and has been constantly challenged to show its benefits to youth. Additionally, funding from 4-H came from multiple supporters resulting in the need for 4-H to show reasons for support. The purpose of this study was to assess the perceptions of Montana 4-H youth related to their leadership life skills and to determine the significant factors that influenced the development of those life skills. The population consisted of 2008 Montana 4-H Congress participants and 2007-2008 Montana 4-H Ambassadors. The survey instrument consisted of three sections: selected demographic information and 4-H participation, involvement in 4-H activities and leadership roles, and the Youth Leadership Life Skills Development Scale (YLLSDS). YLLSDS was a valid and reliable instrument developed by Seevers, Dormody and Clason (1995). Data were collected during the Montana 4-H Congress and survey was mailed to Montana 4-H Ambassadors. The data were entered into Microsoft Excel and analyzed using SPSS. The responses to the YLLSDS with the highest means were "have good manners," "get along with others", and "show a responsible attitude." Analysis revealed that Montana 4-H Ambassadors had statistically significant higher YLLSDS scores than those who had never been an Ambassador. The factors with the greatest influence on leadership life skills development were gender, 4-H Districts, and participation in the Ambassador program. Involvement in 4-H activities predicted 6.9% of the variation in YLLSDS scores and involvement in leadership roles accounted for 7.3% of the variation in YLLSDS scores. Leadership life skills were gained through the Ambassador program, partaking in leadership roles and involvement in leadership activities. The research attested to the effectiveness of the Ambassador program. Further research was recommended to determine which activities, leadership roles and aspects of the Ambassador program were most successful at building life skills. Further research to determine the significant variation between 4-H Districts would be useful. The study supported 4-H as a successful youth organization that responsibly teaches youth leadership life skills.