野外教育を専門とする学生の初期及び現在の学習動機

抄録

This study sought to understand the nuances of learning motivations among students specializing in outdoor education. Utilizing a web-based questionnaire, we gathered data from 238 students spread across 19 universities. Our analysis identified six primary motivational factors: "Personal Growth," "Environment," "Pleasure," "Vocational Training," "Coaching," and "Affinity for Nature." Interestingly, the length of time students specialized in outdoor education had no correlation with their motivation scores. Additionally, while no significant gender-based differences in motivation scores were observed, undergraduates displayed a higher inclination towards "Personal Growth," "Environment," and "Pleasure" than postgraduate students. Students' initial motivations were predominantly "Pleasure-Oriented," "Passive Start," and "Active Learning Oriented." As they progressed in their education, these motivations diversified, with students displaying a range from "Vocational Training" to "Outdoor Activity Oriented." Distinct gender patterns were evident, with males frequently aligning with the "Passive Start" motivation and females with the "Pleasure-Oriented." Moreover, dynamic transitions between initial and subsequent motivations were noted throughout students' educational journeys. While prior studies have occasionally cast motivations like "Pleasure" in a negative light, associating them narrowly with concepts like "youth," this research suggests that a more balanced perspective on motivation types is pivotal. Future work should further probe the experiential elements that mold these motivational forms.