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The Influence Of A Wilderness Experience Program On Students' Attitudes Toward Wilderness, Betsy R. Lindley
The Influence Of A Wilderness Experience Program On Students' Attitudes Toward Wilderness, Betsy R. Lindley
Research in Outdoor Education
The purpose of the study was to examine how a wilderness education program (WEP) influenced students' attitudes towards wilderness and to understand what part of the experience students perceived led to changes in their attitudes toward wilderness protection and preservation. Developing a better understanding of how education influences environmental beliefs, attitudes, and behaviors is important in the wilderness education and resource management fields as they seek the best methods to preserve wildland resources.
An Investigation Of Self-Efficacy In A Freshman Wilderness Experience Program, Jennifer L. Hinton, Danny L. Twilley, Robin Mittelstaedt
An Investigation Of Self-Efficacy In A Freshman Wilderness Experience Program, Jennifer L. Hinton, Danny L. Twilley, Robin Mittelstaedt
Research in Outdoor Education
The purpose of this study was to further investigate the link(s) between wilderness programs and the development of self-efficacy in first-year college students. Self-efficacy in first year college students is important because in order for students to successfully complete college, they have to deal or cope with many challenges and stressors, and the higher one's self-efficacy the more likely students are to actively cope with the challenges and stresses they face (Davenport & Lane, 2006). The study also explored how participants in the wilderness group were impacted in specific ways,in relation to their self-efficacy based on self-reported statements provided in …
The Wilderness Solo: The Effect Of Intentional Design, Andrew J. Bobilya, Kenneth R. Kalisch
The Wilderness Solo: The Effect Of Intentional Design, Andrew J. Bobilya, Kenneth R. Kalisch
Research in Outdoor Education
The purpose of this exploratory study was to investigate the influence of intentional design by the instructor regarding the Solo's (a) purpose and framing, (b) instructor visit, and (c) individual and group debriefing. This study extends the previous Solo research by hypothesizing that the purposeful planning, framing, visits, and debriefing by the instructor play a role in determining the quality of Solo experience. The study was supported by three major theoretical frames - the Hendee & Brown Model (1988), Kolb's (1984) Experiential Learning Cycle, and Csikszentmihalyi's (1991) Flow Theory.