大學生參與戶外冒險教育活動主觀幸福感與情緒經驗研究

College Students Participate in Outdoor Adventure Education Activity Study on Subjective Well-Being and Emotional Experiences

賴曉緣(Hsiao-Yuan Lai)

情緒轉折 ； 溪谷探索 ； 自然體驗 ； emotional transition ； valley exploration ； experiences in nature

臺東大學體育學報

35期（2021 / 12 / 01）

61 - 85

繁體中文

目的：探討大學生參與戶外冒險教育活動的主觀幸福感與情緒經驗。方法：本研究採立意取樣，以一所大學開授之「自然教育訓練與發展」課程的15位學生為對象，規劃三天二夜的學習內容，包含有機農場、森林瑜伽、無具炊事、搭帳露營、溯溪橫渡、獵人文化、瀑布水療以及秘境探索等活動。研究者帶著相機、攝影機、與筆記本全程參與，進行參與式觀察。活動過程中進行無記名情緒問卷的施測，並蒐集學生活動後所撰寫的心得作為分析的文本。以重複量數單因子變異數分析檢驗活動前、中、後情緒變化。藉由學生課後心得文本的分析來了解學生的主觀幸福感。結論：（一）學生參與本次戶外冒險教育活動，所獲得的主觀幸福感包含自主性、勝任感、歸屬感、他人成就自我、身處自然。（二）在這次活動中，感恩、滿足、成就感、愉快、放心、不在乎、有趣、自在等情緒是學生經驗較強的情緒，從深刻經驗的頻次而言，感恩、緊張、興奮、滿足則是較常被提及的學習情緒。從事戶外冒險教育活動的前、中、後，學生變化明顯的情緒分為上升、下滑再上升、下滑三種類別。

This study examines the influence of outdoor adventure education activtiy on the subjective well-being and emotional experiences of college students. Fifteen college students who enrolled in the ＂Natural education training and development＂ course participated in this study. The activity involved organic farms, forest yoga, cooking without utensils, camping with tents, river crossing, hunter culture, and waterfall spa, with a three-days and two-nights. Their learning and instruction progress was documented using a camera, camcorder, audio recorder, and pen and paper. Before, during, and after each activity, an anonymous emotional questionnaire was administered, and students' experience written after the program was collected as the text for analysis. Repeated measured ANOVA analysis was used to examine the emotional changes before, during and after this program. Through the analysis of students' experience texts after class to understand students' well-being. It is concluded that, a) Students participating in this activity, the subjective well-being they obtained were autonomy, competence, relatedness, beneficence, and contact with nature. b) In this activity, emotions such as gratitude, satisfaction, sense of accomplishment, happiness, peace of mind, carelessness, fun, and ease were emotions that students experience strong, from the frequency of deep experience. In terms of gratitude, tension, excitement, and satisfaction were among those most significantly experienced emotions. Before, during and after engaging in this outdoor adventure education activity, the students' emotions with obvious changes are divided into three categories : rising, falling and rising again, and falling.

1. 吳崇旗,謝智謀(2006)。探討戶外冒險教育的效益。中華體育季刊，20(3)，43-53。
   連結：
2. 溫卓謀,章勝傑(2018)。通識海洋冒險體驗課程參與者情緒經驗之研究。通識學刊：理念與實務，6(1)，39-77。
   連結：
3. 劉思遠(2012)。大學生的生活壓力。諮商與輔導，313，38-41。
   連結：
4. 蔡居澤(2004)。國民中學綜合活動學習領域活動課程課程設計：以探索教育活動為例。公民訓育學報，16，37-56。
   連結：
5. Beiter, R.,Nash, R.,McCrady, M.,Rhoades, D.,Linscomb, M.,Clarahan, M.,Sammut, S.(2015).The prevalence and correlates of depression, anxiety, and stress in a sample of college students.Journal of Affective Disorders,173,90-96.
6. Chang, Y.,Davidson, C.,Conklin, S.,Ewert, A.(2019).The impact of short-term adventure-based outdoor programs on college students’ stress reduction.Journal of Adventure Education and Outdoor Learning,19(1),67-83.
7. Deci, E. L.,Vallerand, R. J.,Pelletier, L. G.,Ryan, R. M.(1991).Motivation and education: The self-determination perspective.Educational psychologist,26(3-4),325-346.
8. Durr, L. I.(2009).Optimal challenge: The impact of adventure experiences on subjective well-being.Journal of Experiential Education,31,451-455.
9. Ewert, A. W.(1989).Outdoor adventure pursuits: Foundations, models, and theories.Columbus, OH:Horizons.
10. Frumkin, H.,Bratman, G. N.,Breslow, S. J.,Cochran, B.,Kahn, P. H., Jr.,Lawler, J. J.,Wood, S. A.(2017).Nature contact and human health: A research agenda.Environmental Health Perspectives,125(7)
11. Goldenburg, M. A.(2001).Outdoor and risk educational practices.Defining best practices in boating, fishing, and stewardship education,Alexandria, VA:
12. Hair, Joseph F., Jr.,Black, William. C.,Babin, Barry J.,Anderson, Rolph E.(2010).Multivariate Data Analysis: A Global Perspective.New Jersey:Prentice Hall.
13. Heaps, R.,Thorstenson, C.(1974).Self concept changes immediately and one year after survival training.Therapeutic Recreation Journal,8(2),60-63.
14. Houge Mackenzie, S.,Brymer, E.(2020).Conceptualizing adventurous nature sport: A positive psychology perspective.Annals of Leisure Research,23(1),79-91.
15. Houge Mackenzie, S.,Hodge, K.(2020).Adventure recreation and subjective well-being: A conceptual framework.Leisure Studies,39(1),26-40.
16. Kaplan, R.,Kaplan, S.(1989).The experience of nature: A psychological perspective.Cambridge University Press.
17. Kaplan, S.(1995).The restorative benefits of nature: Toward an integrative framework.Journal of Environmental Psychology,15(3),169-182.
18. Kelly, F.,Baer, D.(1968).Outward bound: An alternative to institution for adolescent delinquent boys.Boston, MA:Fandel Press.
19. Kelly, F.,Baer, D.(1969).Jesness inventory and self concept measures for delinquents before and after participation in outward bound.Psychological Reports,25,719-724.
20. Lee, K.,Ewert, A.(2019).Understanding the motivations of serious leisure participation: A self-determination approach.Annals of Leisure Research,22(1),76-96.
21. Lee, Y.,Pak, S. Y.,Kim, M. J.(2017).Economic stress, depression, suicidal ideation, resilience, and social support in college students.Journal of Korean Academy of Psychiatric and Mental Health Nursing,26(2),151-162.
22. Linnenbrink-Garcia, L.,Pekrun, R.(2011).Students’ emotions and academic engagement: Introduction to special issue.Contemporary Educational Psychology,36(1),1-3.
23. Lohr, Sharon L.(2010).Sampling: Design And Analysis.MA:Duxbury Press.
24. Martela, F.,Ryan, R. M.(2016).The benefits of benevolence: Basic psychological needs, beneficence, and the enhancement of well-being.Journal of Personality,84(6),750-764.
25. Martela, F.,Ryan, R. M.,Steger, M. F.(2018).Meaningfulness as satisfaction of autonomy, competence, relatedness, and beneficence: Comparing the four satisfactions and positive affect as predictors of meaning in life.Journal of Happiness Studies,19(5),1261-1282.
26. McKenzie, M. D.(2003).Beyond the Outward Bound Process: Rethinking student learning.Journal of Experiential Education,26(1),8-23.
27. Morse, W.(1951).An interdisciplinary therapeutic camp.Journal of Social Issues,13(1),3-14.
28. Neill, J. T.(2002).Meta-analytic research on the outcome of outdoor education.6th Biennial Coalition for Education in the Outdoors Research Symposium,Bradford Woods, IN:
29. Neill, J. T.,Richards, G. E.(1998).Does outdoor education really work? A summary of recent meta-analysis.Australian Journal of Outdoor Education,3(1),1-9.
30. Noom, M.(1999).Adolescent Autonomy: Characteristics and correlates.Eburon Publishers.
31. Schutz, P. A.(Ed.),Pekrun, R.(Ed.)(2007).Emotion in education.San Diego:Elsevier Inc..
32. Shellman, A.(2011).Looking into the black box.Journal of Experiential Education,33(4),402-405.
33. Testoni, S., & Dolan, P. (2018). Assessing the relationship between subjective wellbeing and spending time with family in the outdoors. What works centre for wellbeing. Retrieved from www.whatworkswellbeing.org.
34. Ulrich, R. S.,Simons, R. F.,Losito, B. D.,Fiorito, E.,Miles, M. A.,Zelson, M.(1991).Stress recovery during exposure to natural and urban environments.Journal of Environmental Psychology,11(3),201-230.
35. Vander-Wilt, R.,Klocke, R.(1971).Self-actualization of females in an experimental orientation program.National Association of Women’s Deans and Counselors Journal,34(3),125-129.
36. 吳兆田(2017)。台北市，國立臺灣師範大學。
37. 吳璧純,秦葆琦(2015)。生活課程中的自主學習精神之探究。市北教育學刊，49，79-104。
38. 張昀(2009)。桃園縣，國立體育大學。
39. 曹天瑞,周鳳琪,陳穆瑩(2001)。探索教育在臺灣發展之初探。公民訓育學報，10，179-209。
40. 陸宛蘋（編）(2004).體驗教育推廣資源手冊.臺北市:財團法人海棠文教基金會.
41. 詹一心(2012)。桃園縣，國立體育大學。
42. 謝佳純(2021)。台北市，國立臺灣師範大學。