Engaging in autonomous learning in the outdoors: Final expedition and youth autonomy

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.