Resilience, Peer Relationships, and Confidence: Do Girls' Programs Promote Positive Change?

Autor/inn/en	Whittington, Anja; Aspelmeier, Jeffery E.
Titel	Resilience, Peer Relationships, and Confidence: Do Girls' Programs Promote Positive Change?
Quelle	In: Journal of Outdoor Recreation, Education, and Leadership, 10 (2018) 2, S.124-138 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1948-5123
Schlagwörter	Resilience (Psychology); Peer Relationship; Self Esteem; Females; Adventure Education; Experiential Learning; Recreational Activities; Outcomes of Education; Comparative Analysis; Program Effectiveness; Statistical Analysis; Adolescents; Likert Scales; Behavior Change; Massachusetts; New York; North Carolina; Vermont; Rhode Island; Colorado; Michigan; Missouri + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Self-esteem; Selbstaufmerksamkeit; Weibliches Geschlecht; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Experiental learning; Erfahrungsorientiertes Lernen; Freizeitgestaltung; Lernleistung; Schulerfolg; Statistische Analyse; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Likert-Skala; Master-Studiengang
Abstract	The purpose of this study was to analyze whether girls' levels of resilience increased after participation in a variety of programs. In this study, 711 girls participated in one of four program types: adventure education (n = 71), experiential education (n = 164), traditional camp setting (n = 228), and mixed camp setting (n = 248). The study compared outcomes across program type to examine whether specific program types were more effective at promoting resilience in girls. The researchers analyzed data using 2 (within subjects; Time: Time 1 vs. Time 2) x 4 (between subjects; Program Type: Adventure Program, Experiential Program, Traditional Camp, and Mixed Camp Program) mixed model ANOVAs. Results indicate small yet significant changes in resilience for adolescent girls in all program settings. However, the degree of difference appears to be influenced by program type. (As Provided).
Anmerkungen	Sagamore Publishing LLC. 1807 North Federal Drive, Urbana, IL 61801. Tel: 800-327-5557; Tel: 217-359-5940; Fax: 217-359-5975; e-mail: journals@sagamorepub.com; Web site: http://js.sagamorepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01