户外体验教育中的焦虑:检查程序设计的预测因素,来源和影响
Curt Davidson1, Hannah McConnell2, Kelsie Sibbald3
1Quinney College of Natural Resources, Utah State University, Moab, UT 84532, USA.
Behavioral sciences (Basel, Switzerland)
|June 26, 2025
概括
旅行前的焦虑影响了户外体验教育 (OEE) 的参与. 经验较少的个人和女性,特别是在水上活动中,报告了更高的焦虑,随着时间的推移而保持稳定.
科学领域:
- 心理学 心理学 心理学
- 户外教育 在户外教育.
- 经验式学习 经验式学习
背景情况:
- 旅行前的焦虑是影响户外体验教育 (OEE) 参与的研究不足的因素.
- 焦虑既可以作为激励因素,也可以作为参与具有挑战性的户外活动的障碍.
- 了解旅行前焦虑的细微差别对于提高参与者的准备和计划成功至关重要.
研究的目的:
- 检查OEE参与者旅行前焦虑的来源,预测因素和时间进展.
- 研究经验水平,性别和活动类型对旅行前焦虑的影响.
- 确定对OEE计划设计和干预策略的影响.
主要方法:
- 使用来自两个中西部大学的学生和工作人员的数据进行横截面设计.
- 在OEE程序之前的三个时间点收集的数据.
- 这些措施包括国家海峡焦虑清单 (STAI) 和课程特定的焦虑量表.
主要成果:
- 参与者的经验水平预测了焦虑,经验较少的人报告了更高的担忧.
- 女参与者在旅行前表现出更大的焦虑,特别是在水上活动.
- 在观察到的时间间隔中,焦虑水平保持相对稳定.
结论:
- 经验水平和性别是影响OEE旅行前焦虑的重要因素.
- 缓解旅行前焦虑的干预措施可以在计划前的各个阶段有效.
- 调查结果支持有针对性的干预措施和营销调整,以减少参与障碍和提高准备.
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