A journey to adolescent flourishing: Exploring psychosocial outcomes of outdoor adventure education

IF 0.7 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

South African Journal of Education Pub Date : 2022-08-31 DOI:10.15700/saje.v42n3a2061

J. Blaine, Jacqui Akhurst

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引用次数: 1

Abstract

There is an increasing appreciation that, in order to prepare learners for success in life, they require a holistic education providing not only academic skills, but also psychosocial competencies (Zins & Elias, 2006). Outdoor adventure education (OAE) shows potential as a way of developing these life skills, which are not easy to incorporate into the school curriculum (Sibthorp & Jostad, 2014). The aim of this qualitative study was to explore the psychosocial outcomes and perceived value of a school-based OAE programme (Journey) for adolescents in South Africa. Data from a convenience sample of 144 Grade 10 learners’ post-Journey surveys, letters to the school principals and interviews with members of the focus groups (n = 20), were thematically analysed using template analysis. Applying the acronym, FLOURISHING, the analysis suggests that while Journey was beneficial for the psychosocial development of most learners, not all perceived value from their experiences. We propose that positive psychosocial outcomes could be enhanced by adopting a strength-based approach to OAE. This study provides a unique sociocultural perspective, corroborating the beneficial effects of OAE and could have implications for pedagogical policy and practice within South Africa (SA) and further afield.

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青少年成长之旅:探索户外探险教育的社会心理结果

人们越来越认识到，为了让学习者为生活中的成功做好准备，他们需要全面的教育，不仅提供学术技能，还提供心理社会能力（Zins&Elias，2006）。户外冒险教育（OAE）显示出作为发展这些生活技能的一种方式的潜力，而这些生活技能并不容易融入学校课程（Sibtorp&Jostad，2014）。这项定性研究的目的是探索南非青少年学校OAE计划（旅程）的心理社会结果和感知价值。使用模板分析对144名10年级学生的旅行后调查、给校长的信以及对焦点小组成员（n=20）的访谈中的数据进行了主题分析。应用首字母缩写FLOURISHING，分析表明，虽然Journey有利于大多数学习者的心理社会发展，但并非所有人都能从他们的经历中感受到价值。我们建议，通过对OAE采取基于力量的方法，可以增强积极的心理社会结果。这项研究提供了一个独特的社会文化视角，证实了OAE的有益影响，并可能对南非和其他地区的教学政策和实践产生影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

South African Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.60

自引率

0.00%

发文量

审稿时长

16 weeks

期刊介绍： The South African Journal of Education (SAJE) publishes original research articles reporting on research that fulfils the criteria of a generally accepted research paradigm; review articles, intended for the professional scientist and which critically evaluate the research done in a specific field in education; book reviews, i.e. concise evaluations of books that have recently appeared; and letters in which criticism is given of articles that appeared in this Journal. Indicate the relevance of the study for education research where the education system is characterised by transformation, and/or an emerging economy/development state, and/or scarce resources. Research articles of localised content, i.e. of interest only to specific areas or specialists and which would not appeal to the broader readership of the Journal, should preferably not be submitted for consideration by the Editorial Committee. Ethical considerations: A brief narrative account/description of ethical issues/aspects should be included in articles that report on empirical findings.