Changes in Self-Efficacy of Junior High School Students from Adventure Education investigated using the process model

Abstract

Factors related to changes in the self-efficacy of junior high school students who participated in an adventure education program (the Outward Bound School) were investigated. The research question was, “What did the participants with improved self-efficacy experience?” Descriptions of the process model written by the participants were examined and factors related to the improvement of self-efficacy were identified. Self-efficacy was measured quantitatively using the Self-Efficacy Scale that was administered pre- and post-program. Qualitative data including introspection records on the participants' descriptions of impressions and field notes of the author's participant observation were also observed. Data of three participants with self-efficacy scores that significantly improved and two participants with self-efficacy scores that changed little pre-and post- program were examined. Qualitative data were analyzed using qualitative coding and categorized. Process models for the five participants were developed by referring to “The Outward Bound process” (Walsh et al., 1976). The results indicated that the participants with improved self-efficacy had the following characteristics: (1) Independent relationship with the group; (2) Leadership; (3) Introspective behavior: (4) Learning of skills; and (5) Being responsible; (6) Developing self-confidence; (7) Performance Accomplishments.