The Relationship of Future Agricultural Extension Educators' Cognitive Styles and Change Strategies for Adult Learners

Abstract

The study expands reported here Extension education's knowledge regarding characteristics of potential change agents. Graduate students learning to become agricultural Extension educators were studied to determine their definition of a change agent. Participants' cognitive styles were assessed using Kirton's Adaptation-Innovation Inventory to explore if cognitive style influenced preference for and potential usage of diffusion of innovations as a planned change strategy. Findings indicated future Extension practitioners' cognitive styles were associated with the planned change strategy they preferred. This findings could assist Extension professional development specialists in better understanding how to prepare current Extension practitioners to effect behavior change in clients.