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Abstract
Preparing students for successful careers and a lifetime of informed choices is the primary mission of agricultural educators (National FFA, 2007). This causal-comparative study described the learning activities of high school seniors in the North Region of Georgia Agricultural Education, and explored the influence of various learning activities (including FFA activities) on students career decision self-efficacy, which is a predictor of career choice behavior (Betz & Taylor, 2006). A model of career decision-making for students in agricultural education based on Lent, Brown, and Hacketts social cognitive career theory (1994) was also proposed. Most students in the study had moderate to high career decision self-efficacy. Several low, positive relationships were found between FFA involvement and career decision-self efficacy scores. Career development intervention implications were discussed. Additional research was recommended to account for other variables that influence self-efficacy, and to further investigate the proposed conceptual model.