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The role of challenge as a motivating force in academic engagement for at-risk youth: Outward Bound revisited
Abstract
Past studies of adventure based programs for at-risk youth have focused on positively affective outcomes related to self concept and/or reduced recidivism of delinquent behaviors. In this quantitative study, the Outward Bound wilderness model was used to examine the malleability of goals motivated behaviors, and the linkage between goals “orientations” and academic performance. Mastery and performance goals orientations are examined. Responses of at-risk high school students to a Goals Orientation/Hope questionnaire, prior to and after completion of a 28-day Outward Bound course, are compared and contrasted to the collective responses of a singular administration of same, to “normal” mainstream students. The findings expand upon previous descriptions of a social and cognitive approach to motivation and personality. Discriminate analysis of a small subsample of mainstream and at-risk students, revealed a very strong positive association between adoption of both mastery and performance goals orientations and superior levels of academic achievement. Results indicate that Outward Bound positively influences both, but especially affects greater acceptance of mastery driven goals among at-risk students, tethered to an equally greater sense of goal directed commitment (agency).
Subject Area
Curriculum development|Educational psychology
Recommended Citation
Husted, Scott Warren, "The role of challenge as a motivating force in academic engagement for at-risk youth: Outward Bound revisited" (1998). ETD collection for University of Nebraska-Lincoln. AAI9917838.
https://digitalcommons.unl.edu/dissertations/AAI9917838