From experiences to outcomes: Conditions and mechanisms of effective outdoor and adventure education camps for youths

Abstract

Research on outdoor and adventure education programs provided ample evidence that these programs have positive effects on e.g. self-efficacy, competency acquisition or psychosocial health. However, far less explored is the question under which conditions these effects are achieved. Hence, this paper focuses on the mechanisms of change. Following adventure education theories, we assume that a) the novelty of experiences, b) the successful self-conquest, c) the experience of mastery and d) the quality of involvement into the group are crucial conditions for success. We empirically test the significance of these conditions within a pretest-posttest design using questionnaire data from youths (N = 76; 63% male, 37% female) in the age range of 13 to 20 years, who took part in a 10-day outdoor and adventure education camp. With regard to self-efficacy, self-esteem, and emotional well-being, our findings show positive changes, on average, in the course of the program. Larger effects occur among those who had mastery experiences during the program. Positive changes also occasionally correlate with the novelty of activities and the sense of belonging in the group. The aspect of self-conquest often focused in theoretical debates seems to be less relevant.