College Student Commitment and Outdoor Orientation Programming

Davidson, Curt; Ewert, Alan

doi:10.1177/1053825920923709

Cited by 7 publications

(13 citation statements)

References 51 publications

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“…Student commitment is the amount of value students place on their programmes (Davidson and Ewert, 2020). It reflects the sense of pride and enthusiasm that students have about their programme (Riley et al, 2019).…”

Section: The Mediating Role Of Student Commitmentmentioning

confidence: 99%

“…It is determined by the amount of time and effort that students put in to succeed in their programme. The level of commitment they have determines whether they will successfully finish their programme or drop out (Davidson and Ewert, 2020). It also influences their grades (Alshehri, 2012) and shows how satisfied they are with the programme.…”

Section: The Mediating Role Of Student Commitmentmentioning

confidence: 99%

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Work placement learning and student employability: Do student satisfaction, commitment and achievement matter?

Otache

Edopkolor

2022

Industry and Higher Education

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While the extant literature generally suggests a positive relationship between work placement learning (WPL) and student employability, the mechanisms underlying this relationship remain unclear and under-researched. Against this background, this study draws on insights from experiential learning and self-determination theories to explore the mediating effects of student satisfaction, commitment and achievement on the relationship between WPL and student employability. The study adopted a quantitative approach, gathering data from 294 students in two public higher education institutions (HEIs) in Nigeria using a structured questionnaire. A serial mediation analysis was performed to test the study hypotheses. The results show that WPL is positively associated with student satisfaction, commitment, achievement and employability. The results also indicate that student satisfaction, commitment and achievement have strong positive impacts on student employability. Further analysis reveals that student satisfaction, commitment and achievement individually and sequentially mediate the relationship between WPL and student employability. This research demonstrates that student satisfaction, commitment and achievement help to maximize the positive impact of WPL on employability. The findings offer policy and practical implications for HEIs, policymakers, students and industry.

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Section: The Mediating Role Of Student Commitmentmentioning

confidence: 99%

Section: The Mediating Role Of Student Commitmentmentioning

confidence: 99%

Work placement learning and student employability: Do student satisfaction, commitment and achievement matter?

Otache

Edopkolor

2022

Industry and Higher Education

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“…Furthermore, students' commitment to the university is a predictor and has outcomes. Davidson and Ewert (2020) have described these predictors as setting goals, self-determination, academic discipline, and self-confidence. In contrast, the outcomes include social activity, connection, communication, academic success, and psychological well-being.…”

Section: Student Commitment In Higher Educationmentioning

confidence: 99%

The Effect of Undergraduate Students’ Perceived Service Quality on Student Commitment

2022

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Higher education institutions are eager to attract more qualified students in a competitive environment. In this direction, they strive to increase the commitment of the students to the university by improving the quality of the offered service. Thus, students continue their higher education with great satisfaction and talk positively about their universities and recommend it to the next generations. This research aimed to identify the effect undergraduate students’ perceived quality of service had on their commitment. A mixed methods research methodology with an explanatory sequential design was used. The research sample composed of 1,782 students, and the quantitative data were collected through scales developed by the researchers. The qualitative data were collected through a semi-structured interview and critical incidents technique forms. The findings have pointed out that the quality of service in higher education positively affects student commitment; as the perception of service quality improves, student commitment increases. Students’ commitment to the university is mainly affected by the quality of education, the image of the university/faculty, and the quality of facilities. While research related to service quality and student commitment exists in the literature, this research has pointed out the underlying reasons for students’ commitment and perceptions of university services with direct quotations. Students’ views should be taken into consideration by the management to improve quality in the university. This research is limited to public university undergraduate students’; future researchers can conduct studies with private university students and state their findings.

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“…While outdoor education is gaining importance at the university level with sustainability priorities, it remains relatively uncommon due to a history of being physically and conceptually separate from “real” curriculum ( Brookes, 1989 ; Lugg, 2007 ). We still tend to see more focus on non-academic recreation and leisure as restorative getaways from real work ( Andre et al, 2017 ; Davidson and Ewert, 2020 ). While university environmental sciences often provide abundant outdoor learning opportunities, they tend to focus on “hard” analytical skills and the pedagogical research lacks attention to the cognitive, affective, and social dynamics that take place.…”

Section: Introductionmentioning

confidence: 99%

Sustainability pedagogy: Understanding, exploring and internalizing nature’s complexity and coherence

Spiegelaar

2023

Front. Psychol.

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Online learning during the COVID-19 pandemic has affected student academic performance as well as mental, physical, and social wellbeing. During a lockdown at the University of Toronto in Canada (September 2020–April 2021), my students expressed an underlying sense of monotony yet uncertainty. I recalled a contrasting paradox from the teachings of Indigenous Cree on mental wellness in land-based experiences: a sense of stimulation and security that we can liken to variations of Appleton’s prospect-refuge theory. I modified my Environmental Science and Pathways to Sustainability course to support stimulation and security through embodied, interactive pedagogy at student-selected individual field sites. My main goals were to (i) support student mental wellness and (ii) provide an alternative to experiential field trips for understanding and connecting with nature as an adaptive complex system. I prompted students with field activities contextualized by a course narrative that purposefully directed attention to nature through intrinsically motivated curiosity, exploration, and discovery; conditions more similar to evolutionary environments of adaptedness than “getting away” in passive retreats. Student weekly field observations and reflections culminated in a post-intervention Reflection Assignment (n = 15) which became the bases of thematic and narrative analysis. Other assignments were added to my evaluation of complexity comprehension. The intervention successfully instilled security and stimulation via purpose-directed attention to different aspects of nature in the same setting followed by periods of knowledge integration. This empowered students with sustainability mindsets indicated by greater self-reported: sense of coherence, change agency, cognitive and affective restoration, nature connectedness, nature relatedness, social connectedness, and pro-environmental values. Assignments demonstrated an understanding of the environment as an adaptive complex system that was not present at the beginning of the course. Some students’ self-construct adopted nature and its complexity, empowering them with greater trait resilience. This work speaks to opportunities for merging psychological restoration and analytical curricula by integrating cognitive and sensory meaningfulness in sustainability narratives. It asks scholars to reflect on how we operationalize foundational theories of Environmental Psychology based on ancestral survival conditions and encourages empirical research to consider how sociocultural contexts can direct attention to nature through purposeful inquiry.

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College Student Commitment and Outdoor Orientation Programming

Cited by 7 publications

References 51 publications

Work placement learning and student employability: Do student satisfaction, commitment and achievement matter?

Work placement learning and student employability: Do student satisfaction, commitment and achievement matter?

The Effect of Undergraduate Students’ Perceived Service Quality on Student Commitment

Sustainability pedagogy: Understanding, exploring and internalizing nature’s complexity and coherence

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