Enhancing Life Effectiveness - Wilderdom

Enhancing Life Effectiveness:
The Impacts of Outdoor Education Programs
Volume I
James T. Neill Doctor of Philosophy
May 2008 University of Western Sydney | |
|Enhancing Life Effectiveness: |
|The Impacts of Outdoor Education Programs |
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|Volume 1 |
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|James T. Neill |
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|B.Sc. (Hons), Australian National University |
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|A thesis submitted for the degree of Doctor of |
|Philosophy |
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|University of Western Sydney |
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|May 2008 |
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|[pic] [pic] James Neill, 2008 |
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|This work is licensed under the Creative Commons |
|Attribution 2.5 Australia License. To view a copy of|
|this license, visit |
|http://creativecommons.org/licenses/by/2.5/au |
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|Electronic versions: |
|http://wilderdom.com/phd | ACKNOWLEDGEMENTS I am particularly indebted towards Prof. Herb Marsh (supervisor from
1995 to 2006), Prof. Rhonda Craven (supervisor from 2006 to 2008 and co-
supervisor for much of the period prior to then), Dr. Alex Yeung (co-
supervisor 2007 to 2008), and Garry Richards. Herb's enthusiasm was
critical to the study in its early stages, and his expertise was
particularly important in dealing with methodological issues in instrument
development and analysis of change. Rhonda's enthusiastic urging came along
at the right time, and I was helped considerably by her coaching and
comments on draft chapters. Alex's proofreading of draft chapters was also
much appreciated. Garry provided formative inspiration and a wealth of
practical opportunity for carrying out the research during the years I
worked at the Australian Outward Bound School (1988 to 1996), and
subsequently as a fellow PhD student, mentor, and friend. It should be
noted that the Life Effectiveness Questionnaire (LEQ) was originally
designed and developed by Garry, with significant contributions along the
way from others. I would also like to thank Outward Bound Australia (OBA)
for cooperation over many years, including allowing access to the bulk of
the data.
Warm appreciation is also due to people I have worked with in the
fields of outdoor education and psychology including Robyn Cairns (nee
Warner), Brett Bannerman, Dr. James van Gelder, Alan Riches, Dr. Trevor
Cheney, Dr. René Fabert, Scott Fry, Dr. Brenda Morrison, Dr. Tonia Gray,
Dr. Simon Priest, Prof. Mike Gass, Prof. Lee Gillis, Dr. Keith Russell, Dr.
Jim Sibthorp, Dr. Jason Bocarro, Kara Sammet, Martin Ringer, Ray Handley,
Dr. Simon Crisp, Dr. Bernd Heubeck, Dr. Anita Mak, Prof. Debra Rickwood,
Dr. Michele Fleming, and Thea Vanags. Thanks also to Sandra Klaperski for
her research assistant work, including drawing several of the Chapter 2
figures, and to the small army of proofreaders who manifested many valuable
of hours of proofreading and commenting on draft chapters (Kara Sammet,
Robyn Cairns, Jackie Neill, and Dr. Eric Brymer). Finally, thanks to my
family for being there for the long haul: Jackie, Tom, Asha, Katica, Mum,
and Dad. |STATEMENT OF AUTHENTICATION |
|The work presented in this thesis is, to the best of|
|my knowledge and belief, original except as |
|acknowledged in the text. I hereby declare that I |
|have not submitted this material, either in whole or|
|in part, for a degree at this or any other |
|institution. |
|[pic] |
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|James T. Neill | TABLE OF CONTENTS Volume 1
LIST OF TABLES iii LIST OF FIGURES iii ABBREVIATIONS AND SYMBOLS iii ABSTRACT iii CHAPTER 1 INTRODUCTION 3 CHAPTER 2 REVIEW OF THEORY ABOUT THE DEVELOPMENTAL EFFECTS OF OUTDOOR
EDUCATION PROGRAMS 3
Introduction 3
Scope of Outdoor Education 3
Introduction 3
Definitions 3
Classifications 3
Researched Outcomes and Industry Surveys 3
Introduction. 3
Hattie et al. (1997). 3
Mackay (1981). 3
Richards et al. (1997). 3
Lugg and Martin (2001). 3
McRae (1990). 3
Summary. 3
Summary 3
Theoretical Perspectives 3
Introduction 3
Environmental Theories 3
Introduction. 3
"Nature is good" theory. 3
Psychoevolutionary theory, biophilia, and nature-deficit disorder. 3
Negative effects of nature. 3
Positive effects of nature. 3
Direct and indirect effects of nature. 3
Natural environment in outdoor education theory. 3
Summary. 3
Experiential Theories 3
Introduction. 3
Dewey's theory of experience. 3
Experiential learning cycles and waves. 3
Summary. 3
Psychosocial Theories 3
Introduction. 3
Learning theory and group psychodynamics. 3
Stress-inoculation. 3
Psychoeducational theory. 3
Summary. 3
Multi-Element Theories 3
Introduction. 3
Outward Bound theories. 3
Barret and Greenaway (1995). 3
Russell and Farnum (2004). 3
Beard and Wilson (2002). 3
Other theories. 3
Summary. 3
A Systems Framework 3
Introduction. 3
Interactivity. 3
Domains and elements. 3
Temporal change. 3
Theoretical propositions. 3
Summary. 3
Summary 3
Summary 3 CHAPTER 3 LIFE EFFECTIVENESS CONSTRUCTS AND REVIEW OF RESEARCH EXAMINING
THE IMPACT OF OUTDOOR EDUCATION PROGRAMS 3
Introduction 3
Life Effectiveness 3
Introduction 3
Definition 3
Similar Terms 3
Related Constructs 3
Practical intelligence. 3
Self-concept. 3
Personal agency and self-efficacy. 3
Habits of highly effective people. 3
Proposed Dimensions 3
Achievement Motivation. 3
Active Initiative. 3
Hardiness Resourcefulness. 3
Intellectual Flexibility. 3
Organisational Self-Discipline. 3
Productive Teamwork. 3
Self-Confidence. 3
Social Competence. 3
Task Leadership. 3
Time Management. 3
Summary 3
Review of Research about the Effects on Outdoor Education Programs on
Personal and Social Development 3
Introduction 3
Traditional Reviews 3
Introduction. 3
Crompton and Sellar (1981). 3
Burton (1981). 3
Ewert (1983, 1987). 3
Barret and Greenaway (1995a, 1995b). 3
Rickinson et al. (2004). 3
Summary. 3
Meta-Analytic Reviews 3
Introduction. 3
Understanding meta-analysis. 3
Cason (1993; Cason & Gillis, 1994). 3
Hattie et al. (1997). 3
Marsh, P. E. (1999a, 1999b). 3
Bunting and Donley (2002). 3
Gillis and Speelman (in press). 3
Hans (1997, 2000). 3
Wilson and Lipsey (2000). 3
Staunton (2003). 3
Comparative meta-analyses. 3
Summary. 3
Multi-Level Studies 3
Introduction. 3
Sibthorp, Witter, Wells, and Ellis (2004). 3
Russell and Sibthorp (2004). 3
Sibthorp, Paisely, and Gookin (2007). 3
Summary. 3
Effects of Independent Variables 3
Introduction. 3
Program. 3
Group. 3
Participant. 3
Summary. 3
Summary and Implications for the Present Investigation 3
Summary 3 CHAPTER 4 AIMS, HYPOTHESES, RESEARCH QUESTIONS, AND THEIR RATIONALE 3
Introduction 3
Study 1. Psychometric Testing and Development of the LEQ 3
The Problem 3
Aims 3
Statement of the Hypotheses and Research Questions 3
Research Question 1.1.1: Congeneric factorial structure of the LEQ-G.
3
Research Question 1.1.2: Multi-factorial structure of the LEQ-G. 3
Research Question 1.1.3: Higher-order factorial structure for the LEQ-
G. 3
Research Question 1.1.4: Factorial invariance across gender and age
for the LEQ-G. 3
Hypothesis 1.1.5: Congeneric factorial structure of the revised LEQ-G
model. 3