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Developing a Growth Mindset through outdoor personal development: can an intervention underpinned by psychology increase the impact of an outdoor learning course for young people?
Abstract
This study considers the impact of using a series of Mindset interventions during a five-day outdoor personal development (OPD) course. Self-efficacy, resilience and Mindset were measured pre course, post course and one month post course. It was hypothesised that both experimental and control groups would increase their self-efficacy and resilience, and that the Mindset (experimental) group would significantly increase beyond the levels of the control group, who took part in the standard OPD course. It was also predicted that the Mindset group would move towards a Growth Mindset, whereas the control group would not show any change in Mindset. Hypotheses were tested using a randomised, quasi-experimental method. Separate mixed analyses of variance were carried out for each dependent variable, followed by planned comparisons and post-hoc tests using a Bonferroni correction. Results showed that both groups increased self-efficacy over time; however, there was no further significance for the experimental group. Resilience only increased significantly in the experimental group while the control group made no significant gain, and students in the experimental group moved significantly towards a Growth Mindset while the control group did not.
... Fourth, the intervention goal had to be to enhance academic outcomes, improve mental health, or seek to enhance social functioning. Here, we excluded studies with the goal of improving outcomes such as sports performance (Shaffer, 2014), outdoor personal development (O'Brien & Lomas, 2017), and physical health (Burnette & Finkel, 2012). Fifth, the authors had to report an effect size reflecting one of the primary outcomes (i.e., mindsets, expectations, goal-directed behavior, and end results), or information needed to compute this effect size had to be available (either in the article or from the authors). ...
As growth mindset interventions increase in scope and popularity, scientists and policymakers are asking: Are these interventions effective? To answer this question properly, the field needs to understand the meaningful heterogeneity in effects. In the present systematic review and meta-analysis, we focused on two key moderators with adequate data to test: Subsamples expected to benefit most and implementation fidelity. We also specified a process model that can be generative for theory. We included articles published between 2002 (first mindset intervention) through the end of 2020 that reported an effect for a growth mindset intervention, used a randomized design, and featured at least one of the qualifying outcomes. Our search yielded 53 independent samples testing distinct interventions. We reported cumulative effect sizes for multiple outcomes (i.e., mindsets, motivation, behavior, end results), with a focus on three primary end results (i.e., improved academic achievement, mental health, or social functioning). Multilevel metaregression analyses with targeted subsamples and high fidelity for academic achievement yielded, d = 0.14, 95% CI [.06, .22]; for mental health, d = 0.32, 95% CI [.10, .54]. Results highlighted the extensive variation in effects to be expected from future interventions. Namely, 95% prediction intervals for focal effects ranged from -0.08 to 0.35 for academic achievement and from 0.07 to 0.57 for mental health. The literature is too nascent for moderators for social functioning, but average effects are d = 0.36, 95% CI [.03, .68], 95% PI [-.50, 1.22]. We conclude with a discussion of heterogeneity and the limitations of meta-analyses. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
... It is evident that researchers in different disciplines have started to recognize the value and the need of psychological interventions in addition to regular courses in higher education. Specifically, an increasing literature has examined the effectiveness of Wise interventions (WIs), which focuses on a single construct, often drawn from diverse psychological perspectives, and target specific psychological processes (O'Brien and Lomas, 2016;Walton and Wilson, 2018). WIs are generally brief and more focused, and thus can be easily incorporated into original curricula. ...
Students, staff, and faculty in higher education are facing unprecedented challenges due to the COVID-19 pandemic. Recent data revealed that a good number of academic activities and opportunities were disrupted as a result of the COVID-19 pandemic and its variants. While much uncertainty remains for the next academic year, how higher education institutions and their students might improve responses to the rapidly changing situation matters. This systematic review and framework proposal aim to update previous empirical work and examine the current evidence for the effectiveness of growth mindset interventions in young adults. To this end, a systematic search identified 20 empirical studies involving 5, 805 young adults. These studies examined growth mindset within ecologically valid educational contexts and various content areas. Generally, these findings showed that brief messages of growth mindset can improve underrepresented students' academic performance and facilitate other relevant psychological constructs. In addition, we argue, although growth mindset has been identified as a unitary concept, it is comprised of multiple interdependent skills, such as self-control, self-efficacy, and self-esteem. Understanding the nature of growth mindset may contribute to successful mindset implementation. Therefore, this article presents a practical framework to help educators in higher education rethink the multidimensionality of growth mindset and to provide their students with alternative routes to achieve their goals. Finally, additional articles were discussed to help evaluate growth mindset interventions in higher education.
... Further analysis was undertaken of studies with a higher quality rating (five or above), and 52 quantitative studies met this criterion of research quality. Twenty six studies incorporated a comparison or control group, although some compared two types of NSLOtC [e.g., (47)] or different participant groups [e.g., (48)] rather than using indoor classroom learning as the comparison group. The following statistically significant results were noted amongst these higher quality quantitative studies, listed by outdoor learning context: ...
Background
The value of natural environments for developing children's self-identity and social skills has been known for some time, and more recently the potential of nature-specific (i.e., excluding built environments) outdoor learning for achieving academic outcomes has been explored. Connecting children with natural spaces has been shown to benefit their physical and mental health; however, the utility of nature-specific outdoor environments as a setting for curricular and non-curricular learning has yet to be clearly established. Our aim was to undertake a narrative synthesis of international evidence of nature-specific outdoor learning and its benefits for personal and social development, wellbeing and academic progress.
Methods
This systematic review searched publications between 2000 and 2020 in nine academic databases for evidence of socio-emotional and academic benefits of nature-specific outdoor learning in school-aged educational settings, using concise search criteria registered with PROSPERO. The total search results of 17,886 records were initially screened by title, and then two reviewers made blind reviews of the title and abstract of 1,019 records.
Results
147 original research studies meeting the criteria were identified. Learning settings ranged across outdoor adventure education, school gardens, field trips, and traditional school subjects taught in natural environments. Study characteristics were summarized, and risk-of-bias tools assessed quality of research as generally moderate, although with a wide range. The reported benefits of learning in natural outdoor settings include: increased student engagement and ownership of their learning, some evidence of academic improvement, development of social and collaborative skills, and improved self-concept factors.
Conclusions
Nature-specific outdoor learning has measurable socio-emotional, academic and wellbeing benefits, and should be incorporated into every child's school experience with reference to their local context. Teacher pre-service and in-service education needs to include a focus on how natural settings can be used effectively for learning. Further research is needed to clarify the conditions under which specific forms of outdoor learning are most efficacious for various target outcomes. It is recommended that future studies measuring outdoor learning adopt established methodologies to improve the quality of research in this field.
Systematic Review Registration
https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=153171 .
... In a similar fashion, Vealey, Chase and Cooley (2017) found that the mindsets of young sportspeople about the skills they had developed had a powerful impact on their self-confidence. In other studies, O'Brien & Lomas (2017), in their study investigating the effects of mindset developing activities in an open-air personal development course, found that there is no significant difference between the self-sufficiency scores of the experimental and the control group. However, they found a significant increase in the resistance (struggling 75 strength) in the students in the experimental group, whose growth mindset score increased. ...
This study aims to examine the effect of the use of activities designed by the Integral ASIE Model to learning about genetics in third grade genetics and biotechnology class of preservice science teachers and to determine the opinions of preservice teachers regarding this model and implementation period. The research was conducted with the participation of 39 preservice teachers studying at third grades of the Department of Science Education, Faculty of Education at a State University in the spring semester of 2016-2017 education year. While the activities organized with the Integral ASEI Model were utilized for the preservice teachers included in the experimental group about learning genetics; the control group was explained about the project in line with the current science curriculum. According to the findings, it was concluded that the education designed according to Integral ASIE model in genetics had an effect on enhancing the academic achievement of science preservice teachers in terms of genetics. The content analysis of data obtained from semi-structured interviews applied to the preservice teachers in the experimental group support this result.
... 33 Another study reveals that outdoor education contributed to promotion of resilience and a growth mindset. 34 Not only young people benefit from outdoor education. For older people a positive relation between their participation in microadventures close to home and individual well-being and maintenance of skills is observed. ...
Headlines
- Social and emotional skills are becoming more and more relevant not only for education results and success on the labour market, but also to cope with uncertainties such as those related to the COVID-19 pandemic.
- Non-formal learning seems to have a potential to fill emerging skills gap, as it enables the development of social and emotional skills across lifetime.
- Despite recognised benefits, the participation in non- formal learning is still low in the EU, especially among young people.
- Outdoor education, participation in music or dance classes, volunteering or restorative practice are well known examples of non-formal learning activities which contribute to the development of social and emotional skills.
- Non-formal learning projects aiming to develop social and emotional skills need more evaluation e.g. by collecting feedback from participants.
... Colleges and universities should strengthen the shaping of students' growth mindset to increase students' learning engagement. First, course training has been widely used in intervention research on growth mindset (Blackwell et al., 2007;O'Brien and Lomas, 2017). During the pandemic, the growth mindset intervention targeted at college students can be carried out through online course training. ...
Against the scourge of the COVID-19 pandemic, college students’ learning engagement has become a key issue in universities and society. Guided by the theories of existential positive psychology and social perception, we explored the positive effect of a growth mindset on learning engagement during the COVID-19 pandemic. A total of 1,040 college students from universities in Henan Province of China effectively completed online questionnaires. The results showed that growth mindset was positively related to learning engagement and negatively associated with perceived COVID-19 event strength and perceived stress; perceived COVID-19 event strength was positively related to perceived stress, while perceived COVID-19 event strength and perceived stress were negatively associated with learning engagement. Growth mindset affected learning engagement through three indirect paths: the mediating role of perceived COVID-19 event strength, the mediating role of perceived stress, and the serial mediating role of both perceived COVID-19 event strength and perceived stress. The results indicated that the growth mindset could contribute to college students’ learning engagement through the roles of perceived COVID-19 event strength and perceived stress during the COVID-19 pandemic. This study advances the understanding of the mechanism underlying the relationship between growth mindset and college students’ learning engagement during the COVID-19 pandemic. Furthermore, the findings of the study have important implications for promoting college students’ learning engagement during the pandemic.
... They found that the students in the intervention group (i.e., growth mindset) showed a positive change in motivation and their math grades improved. As noted earlier, these positive findings from the intervention have led researchers to apply this intervention to diverse populations and outcomes such as adolescents with mental health problems (Miu & Yeager, 2015;Schleider & Weisz, 2018), adolescents working on personal development through an outdoor adventure course (O'Brien & Lomas, 2017) and parents trying to improve their children's reading and writing scores (Anderson & Nielson, 2016). However, the majority of these interventions (also known as "lay theory interventions," "social psychological interventions," or "implicit theories of intelligence interventions") have been targeted at students in academic settings focused on promoting academic outcomes such as grades (see Yeager & Walton, 2011 for a review of these studies). ...
Interventions surrounding mindset have recently been applied as a tool for student success in higher education. The current study tested the efficacy of a growth mindset intervention at a university with a diverse student population. Using gateway math and introductory psychology courses, students were randomly assigned to receive a mindset message or one endorsing study skills. Dependent variables were course grade, term GPA, term credit hours earned, and retention to subsequent terms. Analyses using the full sample, minority sample, Pell-eligible, and first-generation college students did not yield meaningful differences in students’ academic success between the intervention and control groups. Further research should investigate why mindset intervention has proven successful with other populations not represented in the present study.
... Conversely, interventions which foster approaches with a problem-solving focus, similar to that of active coping, have shown to increase the prevalence of behaviors characteristic of a mastery goal orientation (O'Brien & Lomas, 2017;Tjosvold, Yu, & Hui, 2004). ...
Failure can be a feared or even fatal stumbling-block for many individuals and businesses but
can also be the hallmark of a successful entrepreneur or enterprise. Whether failure becomes an insurmountable obstacle or a refining challenge depends largely on an individual’s behavior after a failure. This study examined the effects of goal orientation, psychological capital, and intrinsic motivation on the post-failure behavior of 180 adults currently employed in a workplace environment. Main findings included: 1) significant correlations found between age and many adaptive characteristics, confirming that a productive failure response is something that can be learned, developed, or trained over time, 2) data better supported a tripolar model of goal orientation than the 2x2 model used, 3) significant intercorrelations between various failure responses indicated that individuals don’t usually respond to failure with a single behavior but with a cluster of related behaviors, 4) strongest relationships were found with mastery-approach and performance-avoidance goal orientations, which each correlated respectively with adaptive and maladaptive responses to failure, 5) the mediating relationships involving PsyCap and intrinsic motivation within the SEM model were diametrically opposed to what was hypothesized as well as what was suggested in the existing literature. Overall, results showed promise for the potential of a cohesive failure model connecting an interrelated network of preexisting individual characteristics to the way people respond after a failure, but some unexpected findings indicate that further research is necessary to determine the structure and placement of the different variables within the model.
... Recently, psychological and social wellbeing benefits of outdoor adventure tourism have gained increased attention among researchers [32,33]. Filep et al. [34], for example, tackled the issue of wellbeing in this context and pointed to the absence of more substantial research surrounding this topic. ...
The necessity for humans inhabiting the 21st century to slow down and take time to carry out daily practices frames the discourse of this research note. We suggest reconceptualising tourist wellbeing through the concept of slow adventure, as a response to the cult of speed and as a vehicle for engaging in deep, immersive and more meaningful experiences during journeys in the outdoors. We suggest that slow adventure has the potential to improve people's general health and wellbeing through mindful enjoyment and consumption of the outdoor experience and thus bring people back to a state of mental and physical equilibrium. In so doing, we argue that extending the concept to include discussions around the psychological and social aspects of slow adventure is needed.
... For three of these studies, the methods described were not fully random at the individual level with two studies dividing participants according to gender and subsequently allocating participants by an undescribed random approach (Jelalian et al., 2011(Jelalian et al., , 2010 and one study utilising a clusterrandomised approach (Zachor et al., 2017), yet the allocation methods were considered to produce comparable groups. Four studies did not describe the means by which allocation was randomised and the risk of bias was considered unclear (Jelalian et al., 2006;O'Brien and Lomas, 2017;White, 2012a,b) or high (Connelly, 2012). ...
In this systematic review, we summarised and evaluated the evidence for benefits of immersive nature-experience on children and adolescents' mental, physical and social health. An electronic search was performed for English language articles published between January 2004 and May 2017. Data were extracted from 84 publications that met the inclusion criteria. Study quality was assessed for a subset of the studies, i.e. controlled between- and within-subject studies, using a systematic assessment scheme, and the quality of the evidence was reviewed at an outcome level. Across heterogeneous types of immersive nature-experience, there was conditional support for benefits on self-esteem, self-efficacy, resilience and academic and cognitive performance. Correlational research evidenced higher levels of physical activity in natural environments than comparison conditions. Benefits for outcomes such as self-concept, problem solving, and mood were more inconclusive. In addition, social skill-oriented and behavioural indicators were improved, although the categories comprised different outcomes. Risk of bias, insufficient sampling methods and unsuited comparison groups were common study limitations.
... For three of these studies, the methods described were not fully random at the individual level with two studies dividing participants according to gender and subsequently allocating participants by an undescribed random approach (Jelalian et al., 2011(Jelalian et al., , 2010 and one study utilising a cluster-randomised approach (Zachor et al., 2017), yet the allocation methods were considered to produce comparable groups. Four studies did not describe the means by which allocation was randomised and the risk of bias was considered unclear (Jelalian et al., 2006;O'Brien and Lomas, 2017;White, 2012) or high (Connelly, 2012). * For non-randomised studies, the item indicated whether other attempts than randomisation had been using to produce comparable groups and whether descriptive statistics to support that groups were comparable had been presented. ...
In this systematic review, we summarised and evaluated the evidence for benefits of immersive nature-experience on children and adolescents’ mental, physical and social health. An electronic search was performed for English language articles published between January 2004 and May 2017. Data were extracted from 84 publications that met the inclusion criteria. Study quality was assessed for a subset of the studies, i.e. controlled between- and within-subjects studies, using a systematic assessment scheme, and the quality of the evidence was reviewed at an outcome level. Across heterogeneous types of immersive nature-experience, there was conditional support for benefits on self-esteem, self-efficacy, resilience and academic and cognitive performance. Correlational research evidenced higher levels of physical activity in natural environments than comparison conditions. Benefits for outcomes such as self-concept, problem solving, and mood were more inconclusive. In addition, social skill-oriented and behavioural indicators were improved, although the categories comprised different outcomes. Risk of bias, insufficient sampling methods and unsuited comparison groups were common study limitations.
Computer-based learning environments (CBLEs) are often used to provide customized learning experiences for students. To enhance their effectiveness, we propose analyzing learners’ actions within CBLEs. In this study, we focus on the influence of learner mindset (fixed vs growth) on interaction patterns in a CBLE designed for teaching Python programming. Learner mindset refers to their beliefs about the malleability of their abilities. Individuals with a fixed mindset believe that their abilities are fixed, while those with a growth mindset believe abilities can be developed through learning. Using log data and pattern-mining techniques, we will identify learners’ interaction patterns and behaviour while also assessing their mindset through a questionnaire. We will compare the interaction patterns of fixed and growth mindset learners using task models to support our findings.KeywordsLearner MindsetLearner BehaviourProcess Modelling for learners
Being a new member of an organization / company is expected by job seekers. Many prospective workers have participated in many selections but have not succeeded in becoming members of the organization as expected. So a strategy (intervention) is needed from management in order to increase worker work engagement. The right design according to the results of the study is the design of job crafting training which theoretically is one of the predictors of work engagement. The purpose of this study is to develop a training design to increase work engagement in PT X workers through job crafting. The research method in this study is quantitative. The researcher provided 9 (nine) open-ended questions related to self-development and challenges faced at PT X. The questions were uploaded on the Google Form, making it easier for participants to fill in anytime and anywhere. After respondents filled out the questionnaire, researchers coded each answer response. The results of the study can be concluded that the design of job crafting training is one design that deserves to be considered by organizations in order to develop human resources, especially for new workers. The implementation of training by the organization is expected to provide experience for new workers so as to increase worker work engagement. It is expected that with the increase in work engagement, performance will also increase. The implications of this study require the legality aspect of human resource development, especially new employees, should be outlined in the rules/policies/SOPs so that the guarantee of implementing activities is higher.Menjadi anggota baru pada suatu organisasi/perusahaan merupakan hal yang diharapkan oleh pencari kerja. Banyak calon pekerja yang mengikuti banyak seleksi namun belum berhasil menjadi anggota organisasi sesuai harapannya. Maka dibutuhkan strategi (intervensi) dari manajemen dalam rangka meningkatkan work engagement pekerja. Adapun desain yang tepat sesuai dengan hasil kajian adalah desain pelatihan job crafting yang secara teoritis merupakan salah satu prediktor dari work engagement. Tujuan dari penelitian ini adalah menyusun desain pelatihan untuk meningkatkan work engagement pada pekerja PT X melalui job crafting. Metode penelitian pada penelitian ini adalah kuantitatif. Peneliti memberikan 9 (sembilan) pertanyaan terbuka terkait pengembangan diri dan tantangan yang dihadapi di PT X. Pertanyaan tersebut diunggah pada Google Form sehingga memudahkan peserta untuk melakukan pengisian kapan pun dan dimana pun. Setelah responden mengisi kuesioner, peneliti melakukan Coding setiap respons jawaban yang muncul. Hasil penelitian dapat disimpulkan bahwa desain pelatihan job crafting merupakan salah satu desain yang layak dipertimbangkan oleh organisasi dalam rangka mengembangkan sumber daya manusia terutama bagi pekerja baru. Implementasi pelatihan oleh organisasi diharapkan dapat memberikan pengalaman bagi pekerja baru sehingga mampu meningkatkan work engagement pekerja. Diharapkan dengan meningkatnya work engagement maka kinerja juga akan mengalami peningkatan. Implikasi dari penelitian ini perlu adanya aspek legalitas pengembangan sumber daya manusia terutama karyawan baru sebaiknya dituangkan pada aturan/kebijakan/SOP sehingga jaminan pelaksanaan kegiatan lebih tinggi.
Research on the growth mindset interventions (GMIs) on nonacademic outcomes is burgeoning. The present systematic review aims to evaluate the effects of GMIs on social–emotional outcomes among school-aged children and adolescents. Using the PRIMSA guidelines, our search across three electronic databases (PsycINFO, ERIC, and PubMed) yielded an initial identification of 1057 records. Inclusion criteria include publication format, language, participant age range, and intervention purpose, focus and components. Risk of bias was analyzed at the study level using a list of research quality indicators and across studies by comparing nonpeer reviewed versus peer reviewed publications. Our final sample yielded 13 papers including 14 studies. The findings from these studies were extracted to examine research quality, sample characteristics, intervention content, and intervention effects of the GMIs. Results showed despite that study quality, samples, and intervention designs varied, core components of the interventions were highly similar. Intervention effect results suggest that mindsets can be changed toward a growth orientation through brief GMIs, and effectiveness of GMIs on social-emotional outcomes is promising, especially in reducing depressive symptoms and aggressive reactions to perceived social exclusion. Research gaps and future directions, and implications for school psychologists and other mental health professionals are discussed.
Impact Statement
This is the first study to review growth mindset interventions that target social-emotional outcomes among school-aged children and adolescents. Reviews such as this are important for researchers, school psychologists and other mental health professionals, alike. For mindset researchers, it helps in conducting future empirical studies by considering empirical and methodological implications from previous intervention studies. For practitioners, it may help to design mindset interventions in more cost-effective ways that enable them to be integrated into school-based mental health prevention or intervention programs. Generally, such interventions are effective in changing youth mindset toward a growth orientation. Evidence suggests that such interventions help ameliorate depression from getting worse and reducing aggression when adolescents experience elevated social stress. Overall, growth mindset interventions show promise in improving social-emotional outcomes and cost-efficiency, especially in school settings.
The study focused on the adventure-based experiential learning (ABEL) component of the North-West University peer helper training program. The aim of this study was to explore and describe a group of peer helpers’ subjective experiences of their participation in an ABEL program, with a focus on how these experiences related to the concept of grit. A total of 26 students at the North-West University, both male and female, participated in the study. A qualitative research approach with a case study research design was used. The participants completed daily reflective diaries for the duration of the three-day ABEL program. After 3 months of performing their duties as peer helpers, the same individuals participated in focus group interviews. Themes were identified through inductive analysis and discussed regarding their relevance to the concept of grit. The main themes that emerged from both phases of data collection included intra-, inter-, and transpersonal/transcendent aspects, within which participants regularly referred to elements of grit. It was concluded that ABEL, due to its unique nature and demands, provides an ideal mechanism for the facilitation of personal growth on various levels. More specifically, through its clear association with the improvement and/or development of participants’ grit, it could equip these students to be more effective in their role as peer helpers.
In recent years, increasing attention has been paid to interventions designed to enhance
individuals’ sustainable development in learning by priming a growth mindset. The current study systematically explored the characteristics of message transformation in growth mindset interventions from the perspective of teaching and learning. According to a three-phase literature search (database, prominent researchers, and backtracking references), thirty-eight empirical studies investigating the efficacy of mindset interventions for adolescents of school age constitute the sample for the current literature review. The results indicate that a supportive but not-completely-saturated learning environment paves the way to implementing a mindset intervention. The three pedagogical characteristics that ensure successful interventions are: (1) Mutual interaction among the person,
the context, and the theory to generate the message; (2) Iterative processes to ensure the message is delivered; and (3) a persuasive yet stealthy approach to facilitating its internalization. The findings inspire educators to design effective mindset interventions to enhance students’ learning. Theoretical and practical implications, limitations, and future directions are discussed.
Bu araştırmada, 7. sınıf fen bilimleri dersi hücre ve bölünmeler ünitesine yönelik olarak gelişim öz-teorisi doğrultusunda hazırlanan etkinliklerin, öğrencilerin düşünce tarzı, hücre ve bölünmeler ünitesine ilişkin akademik başarıları ve fen öğrenmeye yönelik motivasyonlarına etkisinin belirlenmesi amaçlanmıştır. Bu amaç doğrultusunda, 2019-2020 eğitim-öğretim yılı güz yarıyılında Kastamonu il merkezindeki bir devlet ortaokulunda iki şubede öğrenim gören 54 yedinci sınıf öğrencisi ile araştırma yapılmıştır. Basit rastgele örneklem seçimi ile bu şubelerden biri deney (N=27), diğeri ise kontrol grubu (N=27) olarak belirlenmiştir. Kontrol grubundaki öğrencilere hücre ve bölünmeler ünitesi 2018 Fen Bilimleri Dersi Öğretim Programına göre anlatılırken, aynı konu deney grubundaki öğrencilere mevcut öğretim programına ilaveten gelişim öz-teorisi doğrultusunda hazırlanan etkinliklerle desteklenerek anlatılmıştır. Nicel araştırma yaklaşımı temelinde yürütülen araştırmada, ön-test son-test kontrol gruplu yarı deneysel desen kullanılmıştır. Nitel verilerin toplanmasında; hücre ve bölünmeler ünitesi başarı testi, fen öğrenmeye yönelik motivasyon ölçeği ve düşünce tarzı ölçeği kullanılmıştır. Elde edilen veriler SPSS paket programı yardımı ile analiz edilmiştir. Araştırmada elde edilen verilerin analizi ile ulaşılan bulgular doğrultusunda gelişim öz-teorisine göre tasarlanan etkinliklerin öğrencilerin gelişime açık düşünce tarzı seviyesini artırdığı görülmüştür. Ayrıca deney grubu öğrencilerinin hücre ve bölünmeler ünitesine ait akademik başarı ve fen öğrenmeye yönelik motivasyonlarının, kontrol grubundaki öğrencilerin akademik başarı ve motivasyonlarından daha yüksek olduğu, dolayısı ile uygulanan etkinlerin öğrencilerin hücre ve bölünmeler ünitesine ait akademik başarılarını ve fen öğrenmeye yönelik motivasyonlarını artırıcı yönde etki ettiği tespit edilmiştir.
A reconfiguration of relational space in schools is investigated to challenge a diametric spatial opposition between nature and culture, highlighted as a Western biased construct by Descola’s anthropological framework, building on Lévi-Strauss’ cross-cultural contrasts between diametric and concentric structured systems. Though a neglected research and policy domain, there is growing interest internationally in combining a focus on outdoor education with personal and social development for educational contexts of socio-economic exclusion. This action research study sought to evaluate socio-emotional benefits for children of keeping hens in school and its potential to provide teachers with an intervention for developing such socio-emotional competences in boys and girls, 5–9-years old, in a junior urban primary school of high socio-economic exclusion. The qualitative, focus group results revealed benefits for the children regarding responsibility, empathy, respect for the natural world, cooperation and relaxation. These were also perceived by their teachers, who additionally reported improvement in motivation and child-led, hands-on and peer-assisted learning processes.
The present article aims at providing a psychopathological perspective on the cognitive and neuronal mechanisms that could explain the risk-decreasing effects of green surroundings for psychosis.
Based on the reviewed literature, it could be hypothesized that self-processing is involved in mediating the beneficial effects of green space for psychosis.
Considering the multidimensionality of the self, it is proposed that urban green space design aimed at improving mental health ideally impacts the complexity of self-facets to restore the individual’s self.
https://www.frontiersin.org/articles/10.3389/fpsyg.2020.531840/abstract
In this systematic review, we summarized and evaluated the evidence for effects of, and associations between, immersive nature-experience on mental, physical and social health promotion outcomes. Immersive nature-experience was operationalized as non-competitive activities, both sedentary and active, occurring in natural environments removed from everyday environments. We defined health according to the World Health Organization's holistic and positive definition of health and included steady-state, intermediate, and health promotion outcomes. An electronic search was performed for Danish, English, German, Norwegian, and Swedish articles published between January 2004 and May 2017. Manual approaches, e.g., bibliographies from experts, supplemented the literature search. Data were extracted from 461 publications that met the inclusion criteria. To assess the status and quality of the evidence for health promotion effects of immersive nature-experience, we focused on the subset of studies based on controlled designs (n = 133). Outcome level quality of the evidence was assessed narratively. © 2019 Mygind, Kjeldsted, Hartmeyer, Mygind, Bølling and Bentsen.
Denne korte og populærvidenskabelige rapport
har til formål at opsummere resultaterne fra den
mere omfattende publikation ”Forskningsoversigt
over effekter af friluftsliv på mental, fysisk
og social sundhed” (Mygind et al., 2018), der på
baggrund af en systematisk litteratursøgning
beskriver og vurderer dokumenteret viden om
effekterne af friluftsliv i fritiden, i pædagogisk
praksis i forbindelse med uddannelse- og dagsinstitutioner
og i social- og sundhedssektoren på
fysisk, mental og social sundhed.
New Zealand adolescents have high rates of social and psychological morbidity. Alarmingly, the risk factors and adversity that contribute to this morbidity continue to grow. Neither risk factors nor adversity, however, are deterministic. Faced with similar challenges some children thrive while others regress. The ability to thrive when faced with adversity and challenge is known as resilience. In this talk I will discuss our research on increasing resilience in adolescents through them taking part in a 10-day developmental voyage upon the Spirit of New Zealand. Over the course of the voyage, young people encounter many challenges (e.g., they are separated from family and friends, denied access to technology, and must master the complex task of sailing regardless of seasickness, tiredness, or the rolling ocean swells). At the same time the on-board programme fosters teamwork, cooperation, and problem solving. The end result being that those who undertake the voyages report increased self-esteem, self-efficacy, positive relations with others, and resilience.
This article examines the significance of psychology to experiential education (EE) and critiques EE models that have developed in isolation from larger psychological theories and developments. Following a review of literature and current issues, select areas of psychology are explored with reference to experiential learning processes. The state of knowledge and emerging paradigms in positive psychology, self-determination theory, flow theory, and neuropsychology are explored in an effort to better understand the mechanisms underpinning experiential learning and program development. Implications for practitioners and future research directions are discussed in relation to these emerging bodies of knowledge.
Adventure practitioners asked to justify their work with adolescent populations have no one study to point to that statistically sums up major findings in the field. Whether it be a school board, treatment facility, or funding agency, one study is needed which can combine statistics from many studies into a format to show overall effectiveness of adventure programming. This study used the statistical technique of meta-analysis to demonstrate that adolescents who attend adventure programming are 62% better off than those who do not. While combining various populations and outcomes resulted in an overall effect that could be considered small by some accounts, the study did point to major problems with current research and offers some direction for future researchers to explore.
The present study sought to examine the potential for resilience to be enhanced in a group of youth participating in a developmental voyage, and to identify the factors that contribute to increased resilience following the voyage. Two studies are reported. Study 1 revealed that voyage participants experienced increased resilience over the course of the voyage. Study 2 sought to replicate and extend these findings by assessing the extent to which increased resilience was maintained five months follow- ing the voyage and was associated with other psychosocial variables (i.e. self-esteem, social effectiveness, self-efficacy, belonging, social support and perceived weather). The findings revealed that increased resilience was maintained five months following the voyage. A regression revealed that the predictors explained 37% of the variance in increased resilience. Increased social effectiveness, self-efficacy and less positive perceptions of the weather were the only variables to make unique contributions.
Keywords: resilience; youth development; adventure education; self-efficacy; self-esteem; social effectiveness
This study assessed the effect of an experiential, adventure-based program on levels of resilience in fifth-grade Latino students. A mixed methods, quasi-experimental design was used to measure the impact of the Santa Fe Mountain Center's Anti-Bullying Initiative on internal assets commonly associated with resilient individuals. Results indicated this adventure education program positively affected certain resilience traits, although concerns with research methodology are raised. Female students demonstrated greater gains than male students. Suggestions for practitioners include the following: clearly defining intended outcomes, developing a safe and supportive learning environment, establishing tools and strategies that students can use in a variety of settings, and connecting the adventure experience to the school or home setting. Future research could use a more recent and reliable survey, look at varying outcomes based on gender, and assess how levels of resilience correlate with improved educational and social outcomes.
This article provides an overview of the existing literature on how program outcomes are achieved. The article is divided into categories of program characteristics that the literature suggests contribute to program outcomes, including the physical environment, activities, processing, the group, instructors, and the participant. Outcomes referred to throughout the article are those generally associated with adventure education programs, such as increases in participants' self-concepts and interpersonal skills. The reviewed literature indicates that the current understanding of how adventure education program outcomes are achieved is based largely on theory, rather than on empirical research. Further research could provide adventure educators with a better understanding of why programs work and enable them to tailor programs to increase their effectiveness. Before quantitative methods can become useful in an examination of how outcomes are achieved, it seems necessary to use qualitative methods to inductively discover all the program characteristics that are possibly affecting the outcomes experienced by participants.
There is an increasing interest in the field of experiential education to move beyond simply documenting the value of experiential education programs and, instead, develop more evidence-based models for experiential education practice (cf., Gass, 2005; Henderson, 2004). Due in part to the diversity of experiential education programs, participants, goals, designs, and specific program experiences, there exists a broad constellation of variables that can impact the results of studies using an evidence-based approach. While many of these variables are accounted for through effective research designs, others are largely uncontrollable, yet remain influential. These uncontrollable variables can often distort or confound the results from research and evaluation efforts. This paper categorizes some of the most common confounding variables into three temporally based categories: Precursor, Concomitant, and Postexperience. Following this, suggestions for researchers and evaluators in addressing these variables are provided.
Outdoor adventure education courses are used in higher education to develop transferable skills such as groupwork and problem-solving skills. There is a need for exploratory investigation into students’ perceptions of this experience. This study aimed to develop an innovative qualitative data collection method, and to use it to explore students’ perceived learning processes and developmental outcomes when taking part in an outdoor groupwork skills course. Participants (n = 40) were undergraduate engineering students who were taking part in the 3 day residential course as part of their degree course. Students’ experiences were captured whilst immersed in the course, using a semi-structured video diary room. Participants entered the diary room at different time points throughout the course and responded to openended questions. Following a thematic analysis, students were found to arrive on the course with mixed feelings towards groupwork and expected learning outcomes. Activities were enjoyable yet challenging, revealing students’ weaknesses and demanding a range of skills and coping methods. The outdoor environment added novelty, risk and natural consequences. Students reported developing a range of skills in groupwork, adaptability, persistence, planning, problem-solving, time-management, communication, leadership, cooperation, group reflection and team spirit, as well as benefits to physical activity, self-confidence, self-awareness, peer and staff relationships and internationalisation. These findings provide a base for future investigation into the long-term impact on student development and skill transfer. The semi-structured video diary room yielded rich data, contributing to the literature by offering a simple, yet effective, qualitative research method that can be implemented in a variety of contexts
Recreation program evaluation efforts historically have focused primarily on the identification of program-specific outcomes rather than focusing on the influence of specific mechanisms of change. The purpose of this study was to begin to examine programs offered by the National Outdoor Leadership School (NOLS) to develop an etiological model of participant development. Hierarchical modeling results identified participant antecedents and malleable program characteristics that predict participant development measured by a set of six targeted outcomes: communication, leadership, small group behavior, judgment in the outdoors, outdoor skills, and environmental awareness. Participants' perceptions of personal empowerment and previous expedition experience were both related to increases in all targeted outcomes. Five other predictor variables were significant in certain models.
Organized groups present a major use of wilderness resources. The focus of this paper is on the research findings that have emerged over the past 12 years concerning the benefits and effects of participation by groups in wilderness and wilderness-like areas. In general, the majority of research in this area has provided evidence of the beneficial and positive effects of wilderness partici- pation by both individuals and groups. This paper categorizes these benefits and effects into three major variable clusters: self-systems, therapeutic outcomes, and group dynamics. Also included is a discussion of the implications of these findings and issues to man- agers, educators, and researchers.
The purpose of this study was to investigate the effect of participation in a three-week adventure-based expedition on levels and types of resiliency. Defined as an individual constellation of characteristics and capacities that mitigate the impact of biological, psychological and social factors that threaten an individual's health (Kaplan, 1999; Ungar, Dumond, & McDonald, 2005), resiliency represents one potential outcome from participation in experiential and adventure-based programs that provides a societal-wide benefit. This study examined two questions: (1) Does the level of overall resiliency change through the adventure-education (AE) experience?; and (2) Do any specific types of resiliency improve as a result of the AE experience? A total of 71 college students who had enrolled in the recreation major were asked to fill out a modified version of the Resilience Scale (Wagnild & Young, 1993) to assess the level of individual resilience. This modified instrument consists of 37 items. Of the total of 45 matched responses, a usable sample size of 37 was formed. For overall scores of the resilience instrument, a two-way repeated measure ANOVA indicated no interaction between pretest and posttest scores across experienced and non-experienced groups. In spite of the small sample size, the results of this study suggest that an expedition may have some effect on the levels of self-reported resilience.
Recent studies analyzing juvenile delinquents participating in wilderness therapy programs have reported little statistical effectiveness. Interpretation of these findings may be unjustified due to definitional confusion more than a clear examination of program effectiveness. Using a research methodology similar to Jones, Lowe, and Risler (2004), this study demonstrates the statistically significant three-year effectiveness of an adventure-based behavior management program (BMtA) with juvenile re-arrest rates when compared to outdoor therapeutic camping programs and standard Youth Development Center (YDC) programs in the State of Georgia. The article also offers clarity concerning the range and types of adventure therapy programs and treatment differences. It further highlights the importance of understanding intervention/treatment fidelity in adventure therapy programs, particularly regarding program settings and key clinical factors.
This exploratory study investigated the impact of participation in a three-week adventure education (AE) expedition upon levels of resilience of university students. Resilience is considered to be a dynamic process of positive adaptation to significant threat or adversity and may be an important variable to study as college students often live stressful lives involving academic workloads, relationship building and self-identity that often require the development of coping skills and resilience. Little research, however, has been conducted on the ability to enhance levels of resilience through AE activities within a college or university setting. The specific research questions studied included: (1) Do resilience scores change as a result of a short-term AE experience, and (2) What specific experiences did participants report that were related to the concept of resilience? Using a mixed method, with quantitative responses from the treatment group and the comparison group, paired sample t-tests resulted in a significant increase only in the treatment group. Following semi-structured interviews with 10 graduates two to three years after the expedition, six themes emerged as important aspects in developing a sense of resilience. These themes included perseverance, self-awareness, social support, confidence, responsibility to others, and achievement.
This study supported hypotheses derived from Dweck's model about the implications of two implicit self-theories: Entity theorists believe their intelligence is fixed, whereas Incremental theorists believe their intelligence can be increased. Findings showed no normative change in implicit self-theories from high school through college and relatively stable individual differences during college. Entity theorists tended to adopt performance goals, whereas Incremental theorists tended to adopt learning goals. In terms of attributions, affect, and behavioral response to challenge, Entity theorists displayed a helpless response pattern and Incremental theorists displayed a mastery-oriented response pattern. Finally, Entity theorists declined in self-esteem during college whereas Incremental theorists increased self-esteem, and path analyses showed that this effect was mediated by goal orientation and the helpless versus mastery response patterns.
This research sought to integrate C. S. Dweck and E. L. Leggett's (1988) model with attribution theory. Three studies tested the hypothesis that theories of intelligence—the belief that intelligence is malleable (incremental theory) versus fixed (entity theory)—would predict (and create) effort versus ability attributions, which would then mediate mastery-oriented coping. Study 1 revealed that, when given negative feedback, incremental theorists were more likely than entity theorists to attribute to effort. Studies 2 and 3 showed that incremental theorists were more likely than entity theorists to take remedial action if performance was unsatisfactory. Study 3, in which an entity or incremental theory was induced, showed that incremental theorists' remedial action was mediated by their effort attributions. These results suggest that implicit theories create the meaning framework in which attributions occur and are important for understanding motivation. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This review builds on self-control theory (Carver & Scheier, 1998) to develop a theoretical framework for investigating associations of implicit theories with self-regulation. This framework conceptualizes self-regulation in terms of 3 crucial processes: goal setting, goal operating, and goal monitoring. In this meta-analysis, we included articles that reported a quantifiable assessment of implicit theories and at least 1 self-regulatory process or outcome. With a random effects approach used, meta-analytic results (total unique N = 28,217; k = 113) across diverse achievement domains (68% academic) and populations (age range = 5-42; 10 different nationalities; 58% from United States; 44% female) demonstrated that implicit theories predict distinct self-regulatory processes, which, in turn, predict goal achievement. Incremental theories, which, in contrast to entity theories, are characterized by the belief that human attributes are malleable rather than fixed, significantly predicted goal setting (performance goals, r = -.151; learning goals, r = .187), goal operating (helpless-oriented strategies, r = -.238; mastery-oriented strategies, r = .227), and goal monitoring (negative emotions, r = -.233; expectations, r = .157). The effects for goal setting and goal operating were stronger in the presence (vs. absence) of ego threats such as failure feedback. Discussion emphasizes how the present theoretical analysis merges an implicit theory perspective with self-control theory to advance scholarship and unlock major new directions for basic and applied research. (PsycINFO Database Record (c) 2012 APA, all rights reserved).
Most people take the process of coping for granted as they go about their daily activities. In many ways, coping is like breathing, an automatic process requiring no apparent effort. However, when people face truly threatening events—what psychologists call stressors—they become acutely aware of the coping process and respond by consciously applying their day-to-day coping skills. Coping is a fundamental psychological process, and people’s skills are commensurately sophisticated. This volume builds on people’s strengths and emphasizes their role as positive copers. It features techniques for preventing psychological problems and breaks from the traditional research approach, which is modeled on medicine and focuses on pathology and treatment. Collecting both award-winning research and new findings, this title may well set the agenda for research on stress and coping for the next century.
Presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of personal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of obstacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from 4 principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. Factors influencing the cognitive processing of efficacy information arise from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes. (21/2 p ref)
This accessible and authoritative introduction is essential for education students and researchers needing to use quantitative methods for the first time.
Using datasets from real-life educational research and avoiding the use of mathematical formulae, the author guides students through the essential techniques that they will need to know, explaining each procedure using the latest version of SPSS. The datasets can also be downloaded from the book's website, enabling students to practice the techniques for themselves.
This revised and updated second edition now also includes more advanced methods such as log linear analysis, logistic regression, and canonical correlation.
Written specifically for those with no prior experience of quantitative research, this book is ideal for education students and researchers in this field
This research sought to integrate C. S. Dweck and E. L. Leggett's (1988) model with attribution theory. Three studies tested the hypothesis that theories of intelligence-the belief that intelligence is malleable (incremental theory) versus fixed (entity theory)-would predict (and create) effort versus ability attributions, which would then mediate mastery-oriented coping. Study 1 revealed that, when given negative feedback, incremental theorists were more likely than entity theorists to attribute to effort. Studies 2 and 3 showed that incremental theorists were more likely than entity theorists to take remedial action if performance was unsatisfactory. Study 3, in which an entity or incremental theory was induced, showed that incremental theorists' remedial action was mediated by their effort attributions. These results suggest that implicit theories create the meaning framework in which attributions occur and are important for understanding motivation.
Three studies examined implicit self-theories in relation to shy people's goals, responses, and consequences within social situations. Shy incremental theorists were more likely than shy entity theorists to view social situations as a learning opportunity and to approach social settings (Study 1). Shy incremental theorists were less likely to use strategies aimed at avoiding social interaction (Studies 2 and 3) and suffered fewer negative consequences of their shyness (Study 3). These findings generalized across both hypothetical and actual social situations as well as both self-reports and observer reports and could not be attributed to individual differences in level of shyness. Together, these studies indicate that implicit self-theories of shyness are important for understanding individual differences among shy people and suggest new avenues for implicit self-theories research.
Helpless children show marked performance decrements under failure, whereas mastery-oriented children often show enhanced performance. Current theories emphasize differences in the nature of the attributions following failure as determinants of response to failure. Two studies with 130 5th-grade children explored helpless vs mastery-oriented differences in the nature, timing, and relative frequency of a variety of achievement-related cognitions by continuously monitoring verbalizations following failure. Results reveal that helpless children made the expected attributions for failure to lack of ability; mastery-oriented children made surprisingly few attributions but instead engaged in self-monitoring and self-instructions. That is, helpless children focused on the cause of failure, whereas the mastery-oriented children focused on remedies for failure. These differences were accompanied by striking differences in strategy change under failure. The results suggest that in addition to the nature of the attribution one makes, the timing or even occurrence of attributions may be a critical individual difference. (18 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
This study tested a framework in which goals are proposed to be central determinants of achievement patterns. Learning goals, in which individuals seek to increase their competence, were predicted to promote challenge-seeking and a mastery-oriented response to failure regardless of perceived ability. Performance goals, in which individuals seek to gain favorable judgments of their competence or avoid negative judgments, were predicted to produce challenge-avoidance and learned helplessness when perceived ability was low and to promote certain forms of risk-avoidance even when perceived ability was high. Manipulations of relative goal value (learning vs. performance) and perceived ability (high vs. low) resulted in the predicted differences on measures of task choice, performance during difficulty, and spontaneous verbalizations during difficulty. Particularly striking was the way in which the performance goal-low perceived ability condition produced the same pattern of strategy deterioration, failure attribution, and negative affect found in naturally occurring learned helplessness. Implications for theories of motivation and achievement are discussed.
Outdoor adventure education (OAE) is widely recognised for its ability to elicit personal and social development for its participants. However, quantitative evidence on which this recognition is based is frequently questioned, and is virtually absent in Scotland. To provide some of the first statistically determined evidence from Scotland that OAE benefits personal and social development, and through this understand concerns over the robustness of quantitative evidence, a survey of children 10-12 years old attending a residential week of OAE was undertaken. A small positive benefit was measured after the intervention, but this was lost 10 weeks later. The loss is attributed to euphoria at the time and limited integration of experiences into subsequent classwork. Teachers said they were reluctant to integrate outcomes when some pupils could not participate, commonly those from poorer families. Pupils who perceived themselves as having relatively poor personal and social skills appeared to gain most benefit and then lose the least. Since these pupils may well come from poorer families, funding to allow them to participate would permit integration of outcomes into classwork and benefit all pupils. The methodology highlights the need for carefully selected samples, use of an appropriate questionnaire and control of numerous variables.
Preface Part I. Foundations of Research 1. Science, Schooling, and Educational Research Learning About the Educational World The Educational Research Approach Educational Research Philosophies Conclusions 2. The Process and Problems of Educational Research Educational Research Questions Educational Research Basics The Role of Educational Theory Educational Research Goals Educational Research Proposals, Part I Conclusions 3. Ethics in Research Historical Background Ethical Principles Conclusions 4. Conceptualization and Measurement Concepts Measurement Operations Levels of Measurement Evaluating Measures Conclusions 5. Sampling Sample Planning Sampling Methods Sampling Distributions Conclusions Part II. Research Design and Data Collection 6. Causation and Research Design Causal Explanation Criteria for Causal Explanations Types of Research Designs True Experimental Designs Quasi-Experimental Designs Threats to Validity in Experimental Designs Nonexperiments Conclusions 7. Evaluation Research What Is Evaluation Research? What Can an Evaluation Study Focus On? How Can the Program Be Described? Creating a Program Logic Model What Are the Alternatives in Evaluation Design? Ethical Issues in Evaluation Research Conclusions 8. Survey Research Why Is Survey Research So Popular? Errors in Survey Research Questionnaire Design Writing Questions Survey Design Alternatives Combining Methods Survey Research Design in a Diverse Society Ethical Issues in Survey Research Conclusions 9. Qualitative Methods: Observing, Participating, Listening Fundamentals of Qualitative Research Participant Observation Intensive Interviewing Focus Groups Combining Qualitative and Quantitative Methods Ethical Issues in Qualitative Research Conclusions 10. Single-Subject Design Foundations of Single-Subject Design Measuring Targets of Intervention Types of Single-Subject Designs Analyzing Single-Subject Designs Ethical Issues in Single-Subject Design Conclusions 11. Mixing and Comparing Methods and Studies Mixed Methods Comparing Reserch Designs Performing Meta-Analyses Conclusions 12. Teacher Research and Action Research Teacher Research: Three Case Studies Teacher Research: A Self-Planning Outline for Creating Your Own Project Action Research and How It Differs From Teacher Research Validity and Ethical Issues in Teacher Research and Action Research Conclusions Part III. Analyzing and Reporting Data 13. Quantitative Data Analysis Why We Need Statistics Preparing Data for Analysis Displaying Univariate Distributions Summarizing Univariate Distributions Relationships (Associations) Among Variables Presenting Data Ethically: How Not to Lie With Statistics Conclusions 14. Qualitative Data Analysis Features of Qualitative Data Analysis Techniques of Qualitative Data Analysis Alternatives in Qualitative Data Analysis Computer-Assisted Qualitative Data Analysis Ethics in Qualitative Data Analysis Conclusions 15. Proposing and Reporting Research Educational Research Proposals, Part II Reporting Research Ethics, Politics, and Research Reports Conclusions Appendix A: Questions to Ask About a Research Article Appendix B: How to Read a Research Article Appendix C: Finding Information, by Elizabeth Schneider and Russell K. Schutt Appendix D: Table of Random Numbers Glossary References Author Index Subject Index About the Authors
Some of the present approaches for studying adventure education are based on grounded theory, folk pedagogies, and existing social science theory. These approaches share some problems, including: (a) an overemphasis on outcomes without specifying processes, (b) a misunderstanding of how different types of evaluation contribute to theory, and (c) under-theorized evaluation and program models. As an alternative, program theory evaluation, which focuses on a “theory-program-outcome” model, in which all three components are specified simultaneously, can help avoid these mistakes while contributing a more sophisticated understanding of how programs have effects.
African American college students tend to obtain lower grades than their White counterparts, even when they enter college with equivalent test scores. Past research suggests that negative stereotypes impugning Black students' intellectual abilities play a role in this underperformance. Awareness of these stereotypes can psychologically threaten African Americans, a phenomenon known as “stereotype threat” (Steele & Aronson, 1995), which can in turn provoke responses that impair both academic performance and psychological engagement with academics. An experiment was performed to test a method of helping students resist these responses to stereotype threat. Specifically, students in the experimental condition of the experiment were encouraged to see intelligence—the object of the stereotype—as a malleable rather than fixed capacity. This mind-set was predicted to make students' performances less vulnerable to stereotype threat and help them maintain their psychological engagement with academics, both of which could help boost their college grades. Results were consistent with predictions. The African American students (and, to some degree, the White students) encouraged to view intelligence as malleable reported greater enjoyment of the academic process, greater academic engagement, and obtained higher grade point averages than their counterparts in two control groups.
Previous research has shown that cognitive processing and achievement strategies are important for motor learning and achievement. Despite this, there are few studies identifying the role of motivational beliefs in the cognitive self-regulation of students' learning in physical education classes. This study reports the results of multivariate analyses of the relationships between thirteen to fourteen-year-old secondary school pupils' (n=343) implicit theories of ability and their self-regulated learning in PE. Self-regulation measures included metacognitive/elaboration strategies, effort regulation and adaptive help seeking. Results revealed consistent relationships between motivational beliefs and pupils' use of self-regulation strategies. The results underscore the educational value of reappraising pupils' implicit theories of ability, making them believe in the modifiability of ability through effort and hard work and learning. The results illustrate the importance of linking pupils' motivational and cognitive characteristics to provide a fuller understanding of their self-regulation of learning in physical education.
In this target article, we present evidence for a new model of individual differences in judgments and reactions. The model holds that people's implicit theories about human attributes structure the way they understand and react to human actions and outcomes. We review research showing that when people believe that attributes (such as intelligence or moral character) are fixed, trait-like entities (an entity theory), they tend to understand outcomes and actions in terms of these fixed traits (''I failed the test because I am dumb'' or ''He stole the bread because he is dishonest''). In contrast, when people believe that attributes are more dynamic, malleable, and developable (an incremental theory), they tend refocus less on broad traits and, instead, tend to understand outcomes and actions in terms of more specific behavioral or psychological mediators (''I failed the test because of my effort or strategy'' or ''He stole the bread because he was desperate''). The two frameworks also appear to foster different reactions: helpless versus mastery-oriented responses to personal setbacks and an emphasis on retribution versus education or rehabilitation for transgressions. These findings are discussed in terms of their implications for personality, motivation, and social perception.
This study investigated whether type of implicit theory about athletic coordination would influence motivation to persist at a novel exercise task in the face of difficulty. Fifty college students were told that we were testing a new type of exercise and were given one of two theories about the nature of athletic coordination. Some participants were told that athletic coordination was mostly learned (incremental condition), while others were told that athletic coordination was genetically determined (entity condition). Participants initially experienced success and then difficulty while following videos containing the new exercise. Consistent with predictions, results showed that participants given an incremental theory of athletic coordination reported greater motivation and self-efficacy and less negative affect in the face of difficulty than those given an entity theory. Implications of these findings are discussed.
The purpose of this meta-analysis is to examine the effects of adventure programs on a diverse array of outcomes such as self concept, locus of control, and leadership. The meta-analysis was based on 1,728 effect sizes drawn from 151 unique samples from 96 studies, and the average effect size at the end of the programs was .34. In a remarkable contrast to most educational research, these short-term or immediate gains were followed by substantial additional gains between the end of the program and follow-up assessments ( ES = .17). The effect sizes varied substantially according the particular program and outcome and improved as the length of the program and the ages of participants increased. Too little is known, however, about why adventure programs work most effectively.
Download: http://www.wilderdom.com/pdf/HattieAdvEdMA1997.pdf
ABSTRACT—Psychology calls itself the science of behavior, and,the American,Psychological,Association’s current ‘‘Decade of Behavior’’ was intended to increase awareness and appreciation,of this aspect of the science. Yet some psychological,subdisciplines have,never directly studied behavior, and studies onbehavior are dwindlingrapidlyin other subdisciplines. We discuss the eclipse of behavior,in personality and social psychology, in which direct obser- vation of behavior,has been increasingly supplanted,by introspective self-reports, hypothetical scenarios, and questionnaire,ratings. We advocate,a renewed,commit- ment to including direct observation of behavior whenever possible and,in at least a healthy minority,of research projects. Fordecadesnow,psychologystudentshavebeentaughtfromthe
Psychology calls itself the science of behavior, and the American Psychological Association's current "Decade of Behavior" was intended to increase awareness and appreciation of this aspect of the science. Yet some psychological subdisciplines have never directly studied behavior, and studies on behavior are dwindling rapidly in other subdisciplines. We discuss the eclipse of behavior in personality and social psychology, in which direct observation of behavior has been increasingly supplanted by introspective self-reports, hypothetical scenarios, and questionnaire ratings. We advocate a renewed commitment to including direct observation of behavior whenever possible and in at least a healthy minority of research projects.
© 2007 Association for Psychological Science.
To date, little empirical research has been conducted to support the claim that outdoor adventure education (OAE) develops desirable psychological characteristics in participants. This study examined the effects of an OAE foundation degree curriculum on positive psychological development. Fifty-two students (26 OAE students, 26 controls on an unrelated course), aged 16-39 years, completed a battery of positive psychological questionnaires (at the start of their respective courses and 3 months later) measuring hardiness, mental toughness, self-esteem, self-efficacy, dispositional optimism, and positive affectivity. OAE curriculum activities included rock-climbing, navigation training, countryside leadership, gill-scrambling, and open canoeing. Control students were enrolled on a classroom-based travel and tourism college course. Inferential multivariate statistics revealed non-significant (p greater than 0.05, partial h2 = 0.38) improvements by the OAE group across several psychological constructs. Significant effects (p less than 0.05, partial h2 = 0.15) for the cohort were revealed for total hardiness. No significant gender differences were reported. The non-significant overall effect is interpreted in terms of sample size, OAE activities, and measured personality styles. The implications of these results are discussed relative to previous findings and in terms of psychological theory.
Attempted to demonstrate the effects of low expectancy of reinforcement and low expectancy for control of reinforcement on performance in an achievement situation. 20 male and 20 female 5th graders were given pretest successes (soluble WISC-type block designs) by 1 adult (success E), and failures (insoluble block designs) by another (failure E), with trials from each being randomly interspersed. In the test phase, all problems were soluble. A number of Ss failed to complete problems administered by the failure E when her problems became soluble, even though they had shortly before solved almost identical problems from the success E and continued to perform well on the success E's problems. The Ss who showed the largest performance decrements were those who took less personal responsibility for the outcomes of their actions (as measured by preexperimental Intellectual Achievement Responsibility Scale scores) and who, when they did accept responsibility, attributed success and failure to presence or absence of ability rather than to expenditure of effort. Those Ss who persisted in the face of prolonged failure placed more emphasis on the role of effort in determining the outcome of their behavior; moreover, males displayed this characteristic to a greater extent than females. Implications of the results for strategies of behavior change are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Past work has documented and described major patterns of adaptive and maladaptive behavior: the mastery-oriented and the helpless patterns. In this article, we present a research-based model that accounts for these patterns in terms of underlying psychological processes. The model specifies how individuals' implicit theories orient them toward particular goals and how these goals set up the different patterns. Indeed, we show how each feature (cognitive, affective, and behavioral) of the adaptive and maladaptive patterns can be seen to follow directly from different goals. We then examine the generality of the model and use it to illuminate phenomena in a wide variety of domains. Finally, we place the model in its broadest context and examine its implications for our understanding of motivational and personality processes. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Describes how motivational processes influence a child's acquisition, transfer, and use of knowledge and skills. Recent research within the social-cognitive framework illustrates adaptive and maladaptive motivational patterns, and a research-based model of motivational processes is presented that shows how the particular performance or learning goals children pursue on cognitive tasks shape their reactions to success and failure and influence the quality of their cognitive performance. Implications for practice and the design of interventions to change maladaptive motivational processes are outlined. It is suggested that motivational patterns may contribute to gender differences in mathematics achievement and that empirically based interventions may prevent current achievement discrepancies and provide a basis for more effective socialization. (79 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
361 Ss (aged 16–31 yrs) from a previous study by the authors (see record
1986-17987-001) were asked to complete a self-description questionnaire (SDQ III) again, 18 mo after completion of a residential program called Outward Bound that consisted of physically and mentally demanding outdoor activities. There was little systematic change in the multidimensional self-concepts during the long-term follow-up interval. Findings further support the Outward Bound program as an effective intervention for enhancing self-concept and the construct validity of responses to the SDQ III. Findings demonstrate that self-concept can be changed through effective intervention and that these effects can be maintained. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Helpless children show marked performance decrements under failure, whereas mastery-oriented children often show enhanced performance. Current theories emphasize differences in the nature of the attributions following failure as determinants of response to failure. Two studies with 130 5th-grade children explored helpless vs mastery-oriented differences in the nature, timing, and relative frequency of a variety of achievement-related cognitions by continuously monitoring verbalizations following failure. Results reveal that helpless children made the expected attributions for failure to lack of ability; mastery-oriented children made surprisingly few attributions but instead engaged in self-monitoring and self-instructions. That is, helpless children focused on the cause of failure, whereas the mastery-oriented children focused on remedies for failure. These differences were accompanied by striking differences in strategy change under failure. The results suggest that in addition to the nature of the attribution one makes, the timing or even occurrence of attributions may be a critical individual difference. (18 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Using recent research, I argue that beliefs lie at the heart of personality and adaptive functioning and that they give us unique insight into how personality and functioning can be changed. I focus on two classes of beliefs - beliefs about the malleability of self-attributes and expectations of social acceptance versus rejection - and show how modest interventions have brought about important real-world changes. I conclude by suggesting that beliefs are central to the way in which people package their experiences and carry them forward, and that beliefs should play a more central role in the study of personality.