戶外冒險教育課程增進大學生生活效能與領導力發展

Promoting University Students' Life Effectiveness and Leadership Development Within Outdoor Adventure Education Programs

10.5297/ser.202106_23(2).0001

董至聖(Chi-Sheng Tung)

情緒控制 ； 成就動機 ； 社交領導 ； 自信心 ； 主動積極 ； emotional control ； achievement motivation ； social leadership ； confidence ； active initiative

大專體育學刊

23卷2期（2021 / 06 / 30）

97 - 116

繁體中文;英文

本研究旨在探討戶外冒險教育課程（outdoor adventure education programs, OAEP）介入，對大學生生活效能與領導力發展之影響，本研究採不等組前－後測準實驗設計，並以國立宜蘭大學體育課興趣選項選修學生為對象，依有無參加OAEP，分成實驗組與控制組各20位。實驗進行一學期，總計18週，並以冒險教育生活效能與領導力發展2量表檢驗課程成效。研究結果顯示：有參加OAEP實驗組參與者之後測分數，在冒險教育生活效能總量表及其6個構面與領導力發展總量表及其7個構面之後測分數增長上均優於控制組，其中冒險教育生活效能總量表及其5個構面包括「情緒控制」、「成就動機」、「社交領導」、「自信心」與「主動積極」；領導力發展總量表及其7個構面包括「自我覺察」、「承諾」、「協同合作」、「共同目標」、「以禮相爭」、「社會責任」與「改變」之後測得分均較控制組為高，並達顯著差異。同時，依據實驗組效果量結果發現為輕度到中度的正向改變。本研究結論為OAEP介入，能夠增進大學生之生活效能與領導力發展，也說明OAEP介入體育課程可促進大學生生活效能與領導力發展的養成。

The purpose of this study was to discuss impact of the outdoor adventure education programs (OAEP) on university students' life effectiveness and leadership development. A nonequivalent control group pretest-posttest design was employed in this quasi-experimental research. Students at National Ilan University enrolled in elective physical education courses were selected as subjects. The students were divided into an experimental group (20 students in OAEP) and a control group (20 students not in OAEP). Students in the experimental group took a total of 18 weeks in one semester of OAEP. Results were verified with 2 scales: the adventure education life effectiveness scale and the leadership development scale. Results reveal that the experimental group improved more than the control group on the overall adventure education life effectiveness scale and its 6 subscales as well as on the overall leadership development scale and its seven subscales. In particular, the experimental group scored significantly higher in the posttest with respect to the overall adventure education life effectiveness scale as well as 5 of its subscales (i.e., emotional control, achievement motivation, social leadership, confidence, and active initiative) and the overall leadership development scale and its 7 subscales (i.e., self-awareness, commitment, collaboration, common goal, civility, social responsibility, and change). Also, low to medium levels of positive change were found in the effect size of the experimental group. This study concludes that the OAEP and its interventional physical education courses can promote university students' life effectiveness and leadership development.

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