![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
This study focused on the mediating effect of two adventure programs emphasizing relationship establishment between youth on the relationship between family styles and levels of intrinsic motivation. Family style is defined as the levels of caring and discipline family members give to their children. Because of its connection to interest, autonomy, competence, and relatedness, family style is considered as a variable impacting on levels of motivation participating in experiential-based programs. Findings indicated that during the overall adventure experiences, the high support and high challenge (HSHC) family group showed an enhanced level of relatedness than the low support and low challenge (LSLC) group. In addition, pairwise comparisons indicated differences in competence and relatedness between the HSHC and the LSLC groups in the pretest, but were no longer significant at the posttest. The paired t tests showed that the LSLC group improved on interest, competence, and relatedness throughout the adventure experiences. The findings indicated that the adventure programs offer an environment, which enhance youth participants’ perceived interest and psychological needs, especially for youth from the LSLC group.
References
Section:
|
Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11, 56-95. Google Scholar | SAGE Journals | |
|
Berndt, T. J., Cheung, P. C., Lau, S., Hau, K. T., Lew, W. J. F. (1993). Perceptions of parenting in mainland China, Taiwan, and Hong Kong: Sex differences and societal differences. Developmental Psychology, 29, 156-164. Google Scholar | Crossref | ISI | |
|
Caldwell, L. L. (2005). Recreation and youth development. In Witt, P. A., Caldwell, L. L. (Eds.), Recreation and youth development (pp. 169-191). State College, PA: Venture Publishing. Google Scholar | |
|
Carver, R. (1996). Theory for practice: A framework for thinking about experiential education. Journal of Experiential Education, 19, 8-13. Google Scholar | SAGE Journals | |
|
Chao, R. K. (1994). Beyond parental control and authoritarian parenting style: Understanding Chinese parenting through the cultural notion of training. Child Development, 65, 1111-1119. Google Scholar | Crossref | Medline | ISI | |
|
Chao, R. K. (2001). Extending research on the consequences of parenting style for Chinese Americans and European Americans. Child Development, 72, 1832-1843. Google Scholar | Crossref | Medline | ISI | |
|
Chen, F., Luster, T. (2002). Factors related to parenting practices in Taiwan. Early Child Development and Care, 172, 413-430. Google Scholar | Crossref | |
|
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: Harper Perennial. Google Scholar | |
|
Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. New York, NY: Basic Books. Google Scholar | |
|
Csikszentmihalyi, M., Csikszentmihalyi, I. (1999). Adventure and the flow experience. In Mile, J. C., Priest, S. (Eds.), Adventure programming (pp. 153-158). State College, PA: Venture Publishing. Google Scholar | |
|
Csikszentmihalyi, M., Rathunde, K., Whalen, S. (1993). Talent teenagers. New York, NY: Cambridge University Press. Google Scholar | |
|
Deci, E. L., Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268. Google Scholar | Crossref | ISI | |
|
Edmunds, J., Ntoumanis, N., Duda, J. L. (2006). A test of self-determination theory in the exercise domain. Applied Social Psychology, 36, 2240-2265. Google Scholar | Crossref | ISI | |
|
Ewert, A., Sibthorp, J. (2009). Creating outcomes through experiential education: The challenge of confounding variables. Journal of Experiential Education, 31, 376-389. Google Scholar | SAGE Journals | |
|
Freeman, P. A. (1992). Experience of “flow” during challenge education (Unpublished doctoral dissertation). Indiana University, Bloomington. Google Scholar | |
|
Gau, S. S., Chen, Y., Tsai, F., Lee, M., Chiu, Y. N., Soong, W. T., Hwu, H. G. (2008). Risk factors for suicide in Taiwanese college students. Journal of American College Health, 57, 135-142. Google Scholar | Crossref | Medline | ISI | |
|
Gilbertson, K., Bates, T., McLaughlin, T., Ewert, A. (2006). Outdoor education: Methods and strategies. Champaign, IL: Human Kinetics. Google Scholar | |
|
Grolnick, W. S., Ryan, R. M. (1989). Parent styles associated with children’s self-regulation and competence in school. Journal of Educational Psychology, 81, 143-154. Google Scholar | Crossref | ISI | |
|
Grouzet, F. M., Vallerand, R. J., Thill, E. E., Provencher, P. J. (2004). From environmental factors to outcomes: A test of an integrated motivational sequence. Motivation and Emotion, 28, 331-346. Google Scholar | Crossref | ISI | |
|
Hattie, J., Marsh, H. W., Neill, J. T., Richards, G. E. (1997). Adventure education and Outward Bound: Out-of-class experiences that make a lasting experience. Review of Educational Research, 67, 43-87. Google Scholar | SAGE Journals | ISI | |
|
Hektner, J. M. (2001). Family, school, and community predictors of adolescent growth-conducive experience: Global and specific perspective. Applied Developmental Science, 5, 172-183. Google Scholar | Crossref | |
|
Hill, E., Sibthorp, J. (2006). Autonomy support at diabetes camp: A self-determination theory approach to therapeutic recreation. Therapeutic Recreation Journal, 40, 107-125. Google Scholar | |
|
Hodge, K., Petlichkoff, L. (2000). Goal profiles in sport motivation: A cluster analysis. Journal of Sport & Exercise Psychology, 22, 256-272. Google Scholar | Crossref | ISI | |
|
Hough, M., Paisley, K. (2008). An empowerment theory approach to adventure programming for adults with disabilities. Therapeutic Recreation Journal, 42, 89-102. Google Scholar | |
|
Joussemet, M., Landry, R., Koestner, R. (2008). A self-determination theory perspective on parenting. Canadian Psychology, 49, 194-200. Google Scholar | Crossref | ISI | |
|
Kimball, R. O., Bacon, S. B. (1993). The wilderness challenge model. In Gass, M. A. (Ed.), Adventure therapy: Therapeutic applications of adventure programming (pp. 11-41). Dubuque, IA: The Association of Experiential Education. Google Scholar | |
|
Lamborn, S. D., Mounts, N. S., Steinberg, L., Dronbusch, S. M. (1991). Patterns of competence and adjustment among from authoritative, authoritarian, indulgent and neglectful families. Child Development, 62, 1049-1065. Google Scholar | Crossref | Medline | ISI | |
|
Larson, R. W. (2000). Toward a psychology of positive youth development. American Psychologist, 55, 170-183. Google Scholar | Crossref | Medline | ISI | |
|
Luckner, J. L., Nadler, R. S. (1992). Processing the experience: Strategies to enhancing and generalize learning (2nd ed.). Montecito, CA: True North Publishing. Google Scholar | |
|
McKenzie, M. D. (2000). How are adventure education program outcomes achieved. Australian Journal of Outdoor Education, 5, 19-28. Google Scholar | Crossref | |
|
Pong, S. L., Johnston, J., Chen, V. (2010). Authoritarian parenting and Asian adolescent school performance: Insights from the US and Taiwan. International Journal of Behavioral Development, 34, 62-72. Google Scholar | SAGE Journals | ISI | |
|
Priest, S. (1999). The adventure experience paradigm. In Miles, J. C., Priest, S. (Eds.), Adventure programming (pp. 159-178). State College, PA: Venture Publishing. Google Scholar | |
|
Priest, S., Gass, M. (2005). Introduction to effective outdoor leadership. In Effective leadership in adventure programming (pp. 1-7). Champaign, IL: Human Kinetics. Google Scholar | |
|
Rathunde, K. (1996). Family context and talent adolescents’ optimal experience in school-related activities. Journal of Research on Adolescence, 6, 605-628. Google Scholar | ISI | |
|
Rathunde, K. (2001). Family context and the development of undivided interest: A longitudinal study of family support and challenge and adolescence’s quality of experience. Applied Development Science, 5, 158-171. Google Scholar | Crossref | |
|
Rathunde, K., Carroll, M. E., Huang, M. P. (2000). Families and the forming of children’s occupational future. In Csiksznetmihalyi, M., Schneider, B. (Eds.), Becoming adult (pp. 113-139). New York, NY: Basic Books. Google Scholar | |
|
Ryan, R. M., Deci, E. L. (2000). Self-determination and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55, 68-78. Google Scholar | Crossref | Medline | ISI | |
|
Ryan, R. M., Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. In Deci, E. L., Ryan, R. M. (Eds.), Handbook of self-determination theory (pp. 3-33). Rochester, NY: The University of Rochester Press. Google Scholar | |
|
Ryan, R. M., Deci, E. L. (2006). Self-regulation and the problem of human autonomy: Does psychology need choice, self-determination, and will. Journal of Personality, 74, 1557-1585. Google Scholar | Crossref | Medline | ISI | |
|
Schoel, J., Maizell, R. S. (2002). Exploring islands of healing: New perspective on adventure based counseling. Beverly, MA: Project Adventure. Google Scholar | |
|
Self-Determination Theory . (n.d.). Intrinsic motivation theory. Retrieved from http://selfdeterminationtheory.org/questionnaires/10-questionnaires/50 Google Scholar | |
|
Sibthorp, J. (2003). A empirical look at Walsh and Golins’ adventure education process model: Relationships between antecedents factors, perceptions of characteristics of an adventure program experience, and changes in self efficacy. Journal of Leisure Research, 35, 80-106. Google Scholar | Crossref | ISI | |
|
Sibthorp, J., Paisley, K., Gookin, J. (2007). Exploring participant development through adventure-based programming: A model from the National Outdoor Leadership School. Leisure Sciences, 29, 1-18. Google Scholar | Crossref | ISI | |
|
Sibthorp, J., Paisley, K., Gookin, J., Furman, N. (2008). The pedagogic value of autonomy in adventure education. Journal of Experiential Education, 31, 136-151. Google Scholar | SAGE Journals | |
|
Sklars, S. L., Anderson, S. C., Autry, C. E. (2007). Positive youth development: A wilderness intervention. Therapeutic Recreation Journal, 3, 223-243. Google Scholar | |
|
Strage, A. A. (1998). Family context variables and the development of self-regulation in college students. Adolescence, 33, 17-31. Google Scholar | Medline | |
|
Tabachnick, B. G., Fidell, L. S. (2007). Using multivariate statistics (4th ed.). Boston, MA: Pearson Education. Google Scholar | |
|
Tsigilis, N., Theodosiou, A. (2003). Temporal stability of the Intrinsic Motivation Inventory. Perceptual & Motor Skills, 97, 271-280. Google Scholar | SAGE Journals | ISI | |
|
Vlachopoulus, S. P., Michailidou, S. (2006). Development and initial validation of a measure of autonomy, competence, and relatedness in exercise: The basic psychological needs in exercise scale. Measurement in Physical Education and Exercise Science, 10, 179-201. Google Scholar | Crossref | |
|
Walsh, V., Golins, G. (1976). The exploration of outward bound process. Denver: Colorado Outward Bound School. Google Scholar | |
|
Wu, Y. J. (1997). The relationship between children’s self-esteem and parenting styles in Taiwan. Retrieved from http://ezproxy.lib.indiana.edu/login?url=http://search.proquest.com/docview/619258857?accountid=11620 Google Scholar |
