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題名：建構戶外冒險教育效益機轉之模式—以繩索挑戰課程為例
作者：吳崇旗 引用關係
作者(外文)：Chung-Chi Wu
校院名稱：國立體育學院
系所名稱：體育研究所
指導教授：邱金松
謝智謀
學位類別：博士
出版日期：2006
主題關鍵詞：戶外冒險教育；效益機轉；繩索挑戰課程；outdoor adventure education；mechanisms for benefits；challenge ropes courses
原始連結：連回原系統網址new window
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戶外冒險教育效益的研究自1950年代以來，已經歷經半個世紀以上的成果累積。歸納過去的研究結果顯示：戶外冒險教育能夠為參與者在個人內在與人際互動上帶來正向效益。根據此項結論，戶外冒險教育效益的研究者，已經能夠清楚地回答戶外冒險的效益是「什麼」。但是，到底這些效益是「為何」及「如何」產生？至今仍有許多疑問存在。所以，現今戶外冒險教育研究者努力的研究方向之一，便是解開戶外冒險教育效益黑盒中的秘密。
為了解開黑盒中的秘密，陸續有研究者以戶外冒險教育效益的機轉為主題，提出觀點論述或是進行實證研究。然而，在過去研究中多是以個別或特定數個可能的效益機轉進行實證或論述，加上對於效益機轉產生理論的完整探討也較為缺乏。因此，研究者藉由整理來自多元層面的理論基礎，整合歸納提出活動歷程與體驗特性兩項效益機轉，並建構戶外冒險教育效益機轉模式，提出參與者學前準備、活動歷程、體驗特性與活動效益間關係假設。
為了驗證本研究的假設，研究者採取立意抽樣方式，選定2005年11月至2006年4月上旬間，於國立體育學院戶外體驗教育場，龍潭TA東方探索體驗學院繩索場地與陽明山衛理福音園體驗教育活動場3地，參與繩索挑戰課程國中生以上族群為研究對象，共計發出1,150份量表，完成回收有效問卷為963份。其中，196份用於探索性因素分析，209份用於驗證性因素分析，其餘558份使用SPSS12.0軟體中的觀察值隨機樣本檢查法，平分成兩等分，分別作為模式驗證與複核效化。
在量表建構部分，研究者透過一系列程序，包括：項目分析、探索性因素分析、信度考驗與驗證性因素分析，建構具有良好信效度的學前準備、活動歷程、體驗特性與活動效益4個量表。
在模式驗證部分，以LISREL 8.54版本統計軟體，進行模式驗證與複核效化。在模式驗證部分，假設模式被拒絕，進一步進行模式修正。修正後的模式適配度指標良好【χ2(132) =242.75；p<.05；GFI=0.91；AGFI=0.89；SRMR=0.04；RMSEA=0.05；NNFI=0.98；CFI=0.98；PNFI=0.82；CN=213；Normed χ2=1.84】，表示模式可被接受。而後以複核效化進行模式穩定檢驗，結果顯示複核效化模式亦可被接受，表示模式具有穩定性。
綜合上述研究結果，研究者建構出參與者學前準備、活動歷程、體驗特性與活動效益的戶外冒險教育效益機轉模式。而後，研究者針對研究結果進行討論，並針對未來研究與實務應用提出建議。
Researches on outdoor adventure education benefits had started sine 1950s. Positive benefits for intrapersonal and interpersonal brought out by outdoor adventure education had been proved in past researches. Therefore, researchers in outdoor adventure education could answer clearly “what” the benefits were. However, the reason “why” and the process “how” these benefits brought out by outdoor adventure education remained unclear in the black box and needed further research.
Former researchers either provided their point of views or did empirical researches on the topic of mechanisms for benefits to discover the secrets in the black box. After literature review, the researcher found most studies focus only on single or several specific possible mechanisms for benefits and lack of theoretical discussion. Therefore, by adopting theories and concepts from multi-disciplines as well as inducting mechanisms mentioned in past studies into two concepts: “processes of activity” and “characteristics of experience”, the researcher proposed a hypothesis on the structural equation model between the variables of “preparation for learning”, “processes of activity”, “characteristics of experience” and “benefits for activities”.
In order to test the hypothesis, purposive sampling was used. Research subjects were high school and undergraduate students participated in challenge ropes courses at National College of PE and Sports, Oriental Team Adventure Learning Institute, and the Methodist church in the Republic of China during November 2005 to April 2006. Total 1,150 questionnaires were distributed, 963 valid questionnaires were collected. Among these 963 valid questionnaires, 196 samples were used for exploratory factor analysis of scales, another 209 samples were used for confirmatory factor analysis of scales and the other 558 samples were equally divided into two sets by the SPSS12.0 random procedure then used for model identification and cross validation.
After a series of analytic procedures, including: item analysis, EFA, reliability analysis and CFA, reliable and valid scales for measuring challenge ropes courses participants’ perceptions about preparation for learning, processes of activity, characteristics of experience and benefits for activities were developed.
LISREL 8.54 was employed in the procedure of model identification, modification and cross validation. The hypothesized model was rejected and replaced by an alternative model with good fitness. The goodness of fit statistics for this alternative model were: χ2(132) =242.75；p<.05；GFI=0.91；AGFI=0.89；SRMR=0.04；RMSEA=0.05；NNFI=0.98；CFI=0.98；PNFI=0.82；CN=213；Normed χ2=1.84. The cross validation was then tested and the model’s stability was confirmed.
According to the above-mentioned results, the model of the mechanisms for outdoor adventure education benefits was constructed. In the end, the researchers made some discussions for the results and proposed suggestions for the following research and implications for practitioners in the hope to make this study more contributive.
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