Analysis of Personal Characteristics, Motivation, and Career Aspirations of Students in the National Floriculture Career Development Event (CDE)

Abstract

This study examined the personal characteristics, motivation patterns, and career aspirations of students participating in the National FFA Floriculture Career Development Event (CDE). Guided by Expectancy-Value Theory (EVT), the study explored how students’ expectations for success and perceptions of task value influence their participation, engagement, and career decision-making. EVT provides a framework for understanding how confidence (expectancy beliefs) and perceived importance, interest, and usefulness (task value) shape student motivation and outcomes in experiential learning environments such as Career Development Events. Study one used a cross-sectional quantitative design to describe the demographic characteristics and participation patterns of National Floriculture CDE participants from 2022 to 2025 (N = 356). Descriptive statistics and chi-square analyses examined patterns across years. Findings indicated that participants were predominantly female, white, and from rural or town settings, with participation concentrated among upperclassmen. Results also revealed uneven participation across demographic groups and limited diversity at the national level. Study two examined motivation patterns using EVT constructs. Descriptive statistics and multiple linear regression were used to analyze the relationships between subjective task value components and expectancy beliefs. Findings indicated that participants reported high levels of confidence and task value. Cost, attainment value, intrinsic value, and social value were significant predictors of expectancy beliefs, while utility value was not, suggesting that preparation effort and personal meaning are more strongly associated with competitive confidence than perceived career benefits. Study three examined postsecondary plans, career aspirations, and perceived career-related outcomes. Descriptive statistics and correlation analyses were used to assess relationships among career intentions, perceptions of career impact, and years of FFA involvement. Results indicated that most participants planned to attend a four-year university, and a majority intended to pursue agriculture-related careers. Participants reported positive perceptions of the Floriculture CDE’s contribution to future success and increased knowledge of agricultural careers. A moderate positive relationship was found between perceived contribution to success and career knowledge, while years of FFA involvement showed a small but significant relationship with agricultural career intentions. Overall, findings suggest that participation in the Floriculture CDE supports student motivation, career awareness, and workforce readiness. However, results also highlight the need to expand access and increase participation diversity, as well as to strengthen intentional connections between experiential learning opportunities and career pathways. Continued research and program development are needed to ensure that Career Development Events effectively support a diverse population of students in achieving their educational and career goals.