Exploring Motivational Strategies, Outcomes, and Theories within the Career Development Event Preparation Process

Abstract

Due to the competitive nature of Career Development Events (CDEs), teachers must utilize various instructional and motivational strategies to engage students and encourage student participation. This qualitative intrinsic case study analyzed the motivational practices of a previously successful agriculture education teacher to determine the motivational strategies and the underlining motivational theories utilized during the CDE preparation process. Researchers conducted field observations and interviews during CDE practices. The teacher employed numerous motivational strategies to improve the motivation and preparation of the CDE teams. The teacher’s motivational strategies can be aligned to the theories of self-determination theory (SDT), expectancy-value theory (EVT), goal setting, and mastery goal orientation. Through this analysis, the researchers developed a visual model to align the progress of motivation and preparation, theories, related strategies, and subsequent student outcomes. Teachers should use the findings to reflect on their current CDE motivational practices, determine how their strategies align with the visual model and develop a set of motivational strategies to achieve the desired student outcomes within the CDE preparation process. More research should be conducted to better understand the use of motivational strategies and theories within the CDE preparation process.