Abstract
Autonomy has been an important trait that marks the transition from childhood to adolescence. This study examines the effectiveness of the use of an autonomous learning component in outdoor programs, the final expedition, in enhancing youth autonomy in outdoor programs. This study used a mixed-method quantitative and qualitative research design to explain and interpret the effect of autonomous learning component in an outdoor context on youth autonomy. This study recruited participants from two outdoor organizations with a total of 72 subjects. Participants’ reported their youth autonomy level at three time points, including the first day of the course, and before and after the final expedition. The results provide evidence that long-term outdoor programs with a final expedition component can be effective in developing participants’ autonomy. Specifically, female students’ autonomy level increased significantly during the final expedition period, and students who played follower roles during the final expedition gained higher levels of autonomy than those who played leader roles. Qualitative findings of this study suggest that the final expedition might afford opportunities for exploring group relationships, demonstrating leadership, and developing a sense of achievement and independence. The relationship between the final expedition, sense of responsibility, independence, and maturity warrants further investigation.
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Acknowledgements
I would like to extend my gratitude to the two outdoor institutions that collaborated with this study. I am especially grateful to Executive Director, Mitsu Iwasaki, and Program Director, Erika Halm from Northwest Outward Bound School for their willingness to participate in this study. I am also thankful to the Colorado Outward Bound School, especially to Program Director, Mike Pigg, Associate Program Director, Francisco Tharp, Program Managers, Mathew Stewart and Emily Casebeer, and all the field instructors for their generous support and collaborative effort during the data collection process.
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The data collection procedure was approved by the Indiana University Institutional Review Board (protocol #1606201154) following the guidelines of Human Research Protection Program Policies.
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Chang, Y. Engaging in autonomous learning in the outdoors: Final expedition and youth autonomy. Journal of Outdoor and Environmental Education 24, 191–214 (2021). https://doi.org/10.1007/s42322-021-00077-8
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DOI: https://doi.org/10.1007/s42322-021-00077-8