The Efficacy of an Outdoor Adventure Education Curriculum on Selected Aspects of Positive Psychological Development

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Progress Toward Construct Validation of the Sports Mental Toughness Questionnaire (SMTQ) (2009, background): “Studies have revealed relationships, but conceptual distinctions, between mental toughness and hardiness (e.g., Golby, Sheard, & Lavallee, 2003), optimism (e.g., Nicholls, Polman, Levy, & Backhouse, 2008), and positive affectivity (Sheard & Golby, 2006a).”
HEAD, HEART AND HANDS MODEL FOR TRANSFORMATIVE LEARNING: PLACE AS CONTEXT FOR CHANGING SUSTAINABILITY VALUES (2015, background): “Because of the challenge of natural environments and authentic learning activities, individuals become more self-reliant, responsible and reflective (D’amoto & Kransy, 2005; Sheard & Golby, 2006).”
Adventure recreation and subjective well-being: a conceptual framework (2020, unknown): “…as personal transformations, well-being, and the development of eco-centric perspectives (e.g., Brymer & Schweitzer, 2013; Ewert & Yoshino, 2011; Hattie, Marsh, Neill, & Richards, 1997; Scarf et al., 2018; Sheard & Golby, 2006; Sibthorp, Paisley, Gookin, & Furman, 2008; Wang, Liu, & Kahlid, 2006).”
A Strengths-Based Approach to Outdoor and Adventure Education: Possibilities for Personal Growth (2010, background): “A study by Sheard and Golby (2004) found that there were no significant differences in variables such as self-efficacy, selfesteem, and mental toughness in those who completed an outdoor adventure educational experience compared to those who took part in an unrelated course.”