Outdoor Recreation Self-Efficacy: Scale Development and Reliability

Mittelstaedt, Robin; Jones, Jesse J.

doi:10.7768/1948-5123.1006

Cited by 11 publications

(7 citation statements)

References 39 publications

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“…In study conducted by Mittelstaedt and Jones (2009), it was aimed to develop "Outdoor Recreation Self-Efficacy Scale". Bandura's self-efficacy theory has been tried to be discussed in context of outdoor activities.…”

Section: Discussion a N D Conclusionmentioning

confidence: 99%

Attitudes of secondary school students towards outdoor games: A scale development study

2022

pegegog

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The aim of this study was to develop a reliable and viable scale to determine secondary school students' attitudes towards outdoor games. During development process, firstly, relevant area was scanned and key expressions that would prepare theoretical ground were determined. Based on these key expressions, eleven open-ended questions were prepared and applied to a group of eighty students. In line with data obtained, a 5-point Likert type scale pre-trial form consisting of sixty-four items was created. The pre-trial form was applied to a total of 254 secondary school students in Afyonkarahisar and Uşak. Both exploratory and confirmatory factor analysis were used for factor structure. According to analyzes, The Secondary School Students' Outdoor Games Attitude Scale consists of three sub-dimensions and twenty-nine items. It was seen that factor loads of items were between .776 and .510. It was determined as 54% of variance value for whole scale. CFA result were calculated as χ²=851, RMSEA=0.0709; SRMR=0.0509; CFI=0.881 and TLI=0.871. Cronbach's Alpha coefficient was calculated as .95. In addition, test-retest application was carried out with thirty participants. There was a thirty-day time difference between the first and second applications. Correlation coefficients between factors was found to be significant. According to the analyzes performed, validity and reliability of scale were ensured. The scale was named as "The Secondary School Students' Attitude Scale towards Outdoor Games".

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Section: Discussion a N D Conclusionmentioning

confidence: 99%

Attitudes of secondary school students towards outdoor games: A scale development study

2022

pegegog

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“…Students responded to statements using a 5-point Likert-type scale (where 0 = "strongly disagree" and 5 = "strongly agree"). Section three is based in part on the Outdoor Recreation Self-Efficacy (ORSE) scale (Mittelstaedt & Jones, 2008), whose instrument proved to be highly reliable (α = .950). Therefore, the ELSS was developed with some previous experience and expertise in scale development.…”

Section: Statement Of the Problemmentioning

confidence: 99%

The Development of Ecological Literacy among Novice Outdoor Leaders

Hartman

Martin

Mittelstaedt

et al. 2009

Journal of Outdoor Recreation, Education, and Leadership

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“…This study sought to understand participants' point of view after having experienced the 2019 Appalachian GeoSTEM Camp via directed content analysis of rich data provided by semistructured interviews (Hsieh & Shannon, 2005). Participants were selected using Nonprobability Convenience Sampling (Ilker Etikan et al, 2016) and interview protocol development involved the use of semi-structured interview questions developed using Bandura's Self-Efficacy Theory (1995), Bandura's guide to constructing self-efficacy scales 2005, and Mittelstaedt and Jones's (2009) Outdoor Recreation Self-Efficacy scale development techniques. Directed content analysis was used in the study because of the role of existing theories having been used to guide the coding process and focus the research questions, and due to the large amount of contextual information available to the researcher (Hsieh & Shannon, 2005).…”

Section: Chapter 3: Methodsmentioning

confidence: 99%

“…This study was designed to gain a greater understanding of adolescents' views of themselves and their abilities related to outdoor recreation (OR) activities after having participated in an adventure STEM camp at West Virginia University (WVU). This thesis research project employed qualitative directed content analysis to explore the potential impacts of the adventure STEM program on participants' perceptions of their own OR self-efficacy with the goal of this research focused on gaining a better understanding of adolescent participants' general perceived self-efficacy and their outdoor recreation-related perceived self-efficacy (Bandura, 1994;Mittelstaedt et al, 2009).…”

Section: Overviewmentioning

confidence: 99%

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Adolescent Adventures in Geology: Impacts of Geoscience-focused STEM Education Combined with Recreation Activities on Adolescents’ Perceived Self-Efficacy

Janowicz¹

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Quality, informal learning techniques combined with outdoor adventure recreation, or adventure STEM programming, is a potentially powerful complement to and extension of formal education (Fu et al., 2015). To address this underexplored field, West Virginia University (WVU) and the United States Geological Survey (USGS) partnered to create a geology STEM, outdoor adventure recreation camp. This thesis research project employed qualitative directed content analysis to examine the potential impacts of this adventure STEM program on participants' perceptions of their outdoor recreation (OR) self-efficacy (Bandura, 1994; Mittelstaedt et al., 2009). Semi-structured interviews were conducted with 15 adolescent participants with an average age of 15 years. The camp program involved adventure activities combined with outdoor and in-class geology-focused informal learning. The curriculum employed was designed using a theoretical framework involving Experiential Education Theory (Kolb, 1984) and Self-Efficacy Theory (Bandura). Participants completed an eight-day adventure STEM program which involved recreation activities such as hiking, rock climbing, whitewater rafting, zip lining, environmental education, biking, fossil hunting, and geocaching. Lessons focused on geologic mapping, basic geologic concepts, historical geology of the Appalachian Mountains, and hydrology and environmental geology. Qualitative, directed content analysis of interviews show results indicating that there was a change in outdoor recreation self-efficacy beliefs due to experiences which took place at the camp program and that campers each had unique experiences related to the main sources and processes of self-efficacy, especially in the context of OR activities and experiences. These described experiences aligned with Bandura's (1977) main sources of self-efficacy and the physiological processes reported fit with his described processes through which self-efficacy beliefs are formed. Notably, the following factors most often impacted all interviewed participants' perceptions and beliefs about their OR-related selfefficacy: confidence levels, the perceived challenge of activities, self-described strong motivation levels to participate in OR activities, coping abilities related to difficult or risky OR activities, previous experiences, and a high interest in OR activities prior to attending the camp.

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Outdoor Recreation Self-Efficacy: Scale Development and Reliability

Cited by 11 publications

References 39 publications

Attitudes of secondary school students towards outdoor games: A scale development study

Attitudes of secondary school students towards outdoor games: A scale development study

The Development of Ecological Literacy among Novice Outdoor Leaders

Adolescent Adventures in Geology: Impacts of Geoscience-focused STEM Education Combined with Recreation Activities on Adolescents’ Perceived Self-Efficacy

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