Civic Engagement, Autonomy, and Reflection: Factors Influencing Youth’s Self-Perceived Civic Responsibility

Abstract

This study’s purpose was to determine the influence of involvement level, autonomy, and reflection during FFA civic engagement activities on students’ self-perceived civic responsibility levels. The study utilized a quasi-experimental, non-equivalent comparison group design. The treatment consisted of two groups: an experimental reflection group and a control group. Four school-based agriculture programs agreed to participate, providing a time and place sample of 282 respondents. Simultaneous multiple linear regression models explained significant variance in students' levels of self-perceived civic responsibility scores using a linear combination of involvement level, autonomy, and structured, guided reflection. Data analysis revealed positive, statistically significant relationships between the autonomy and reflection variables and youths’ perceived levels of civic responsibility. These findings can inform educator practices for designing FFA civic engagement programming