Outdoor Adventure Program Participation Impacts on Adolescent Self-Perception

By B. Garst, Ingrid Scheider, D. Baker. 2001

124 citations recorded by the source corpus.

Subfields: Social Psychology

View Paper: https://www.semanticscholar.org/paper/1883ac586301d3734acf3dc22779fc84c289f38f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Social Psychology

1. John Gookin
2. K. Paisley
3. R. Duncombe
4. R. Sandford
5. Jim Sibthorp
6. K. Armour
7. C. Cushion
8. Robyn L. Jones

Citations in the corpus

• School-Based Experiential Outdoor Education (2017, background): “Some students who had long since developed a stance of disinterest and apathy for all school-based learning were astonished at their own intrinsic involvement and love of learning occurring in this experiential outdoor education atmosphere (Bass et al., 2012; Blad, 2014; Bredderman, 1983; Garst et a”
• Exploring Participant Development Through Adventure-Based Programming: A Model from the National Outdoor Leadership School (2007, background): “Despite the diversity of potential program outcomes, most researchers agreed that evaluated program outcomes should be specifically related to a program’s goals and objectives (Allen, Stevens, Hurtes, & Harwell, 1998; Hattie et al., 1997).”
• Positive youth development and physical activity/sport interventions: mechanisms leading to sustained impact (2013, background): “Indeed, there is a significant body of literature available on the use of outdoor/adventurous activities as a means of promoting youth personal development (Nichols 1997; Garst, Schneider, and Baker 2001; Newton, Sandberg, and Watson 2001).”