Antecedents of Identity Development in a Structured Recreation Setting

Abstract

Identity research has focused primarily on outcomes associated with identity formation. Far less attention, however, has been given to understanding the facilitating contextual elements of this process. This qualitative study examined a context, a 2-week adventure recreation program for youth, quantitatively shown in previous research to have promoted identity development. The program took place in Idaho’s Salmon-Challis National Forest and involved rafting, backpacking, mountain biking, and a variety of other outdoor activities. Data were gathered from 23 female and 22 male participants, ages 11 to 15 (M = 13.2, SD = .89). Seven distinct categories emerged from the analysis related to participants’ perceptions of the program experience including: (a) new experiences, (b) challenge, (c) supportive relationships, (d) acquisition of new skills and knowledge, (e) increased self-confidence, (f) fun, and (g) new self-perceptions. A preliminary framework incorporating the identified elements is proposed. The findings add to the understanding of identity formation antecedents and provide guidance regarding the intentional design of contexts to promote identity development.

Risk and protective factors in adolescent behaviour: The role of family, school and neighbourhood characteristics in (mis)behaviour among young people

“…In structured programmes, young people can develop new skills, establish positive relationships with peers and adults, show initiative (Larson, 2000) and develop a sense of identity (Barber et al, 2005). In fact, structured youth programmes are considered by some authors to be prime contexts for identity development (Coatsworth et al, 2005;Duerden, Taniguchi and Widmer, 2012).…”

“…A good parent-school relationship and engagement of parents in their children's school life are also likely to act as protective factors (CDCP, 2012). In addition to the immediate family, connection and attachment to other significant adults (including teachers, club leaders and sports coaches) may also mitigate against behaviour issues, as they provide a link to participation in various social activities (Duerden et al, 2012).…”

Self-Efficacy of Risk Taking in Outdoor Recreation as a Predictor of the Self-Efficacy of Risk Taking in Essay Writing

“…Designing efficacy-enhancing experiences targeted at key areas of competencies, such as social efficacy, coping skills, or academic efficacy (including essay writing efficacy), holds the potential to influence development and future performance positively (Duerden, Taniguchi, & Widmer, 2012;Duerden, Widmer, Taniguchi, & McCoy, 2009;Widmer, Duerden, & Taniguchi, 2014). Bandura's (1997) writings and research describe the specific mechanisms affecting efficacy judgments: enactive attainment, vicarious experience, verbal persuasion, and physiological arousal.…”

Seeing the Growth: Strengthening Teacher Connectedness Through Outward Bound Excursions

“…Students who participate in outdoor education programs experience increased identity development (Duerden, Taniguchi, & Widmer, 2012;Duerden, Widmer, Taniguchi, & McCoy, 2009). A meta-analysis of 96 outdoor education programs found positive outcomes related to self-concept, locus of control, and leadership (Hattie et al, 1997).…”