Cognitive influences of outdoor leisure trips on Vancouver Island University students
Notice bibliographique
Résumé
Purpose: The purpose of this research is to examine and understand the psychological influence of outdoor leisure trips on VIU students. Rationale: Recruitment and retention of students is a challenge in Canadian postsecondary institutions such as VIU. Therefore, a challenge is to understand the factors that influence a student’s retention and dropout motivation. This study investigates the transformative effects of outdoor leisure trips on self-efficacy, emotional intelligence, across-cultural adaptability, and a sense of belongingness among Vancouver Island University students, proposing that engagement in such activities significantly enhances their psychological and social well-being. Methodology: A quantitative research design (post-positivist worldview) guides the framework of this study. A self-reported questionnaire served as the main tool for gathering information. Students from Vancouver Island University, including exchange students, were invited as participants. Structural equation modeling (SEM) was used to test the direct and indirect influence of psychological constructs (emotional intelligence- EI, self-efficacy-SE, cross-cultural adaptability-CCA, and a sense of belonging-SOB). Results: Statistical analysis confirmed that students participating in outdoor leisure trips have higher SE, EI, CCA, and SOB (M ≥ 3.5). Independent samples t-test confirmed statistically significant differences among students who have exposure to academic/nonacademic leisure trips than those who do not, along with Cohen’s d varying between 0.5 and 0.7 validating that results are not only statistically significant but practically significant. SEM results proved a direct and positive relationship between emotional intelligence (β =.456, t = 2.32, p= .02) and cross-cultural adaptability (β = .577, t = 5.10, p < .001) on the sense of belonging while self-efficacy (β = .87, t = 2.76, p = .006) indirectly influenced SOB by influencing cross-cultural adaptability. The squared multiple correlation was 85% (R2 = .85) for the sense of belonging. The model fit explained 85 percent of the variation in SOB through SE, EI, and CCA. The fit indices: CMIN/df= 2.84, GFI= .95, TLI= .94, CFI= .96, SRMR= 0.45, and RMSEA= .07 were within acceptable range for the model fit. Implications: The results of this study may guide in framing policies by an academic institution while budgeting recreation and leisure facilities for students as students’ academic and social performance was found statistically as well as practically (effect size) significant. Understanding ways to achieve a sense of belonging can help universities build a competitive advantage for recruiting prospective students as well. On a societal front, this research shows the social sustainability aspect among students of different cultures, as cross-cultural adaptability was found to be significantly different for students participating in OLTs. In a broader field, this study enriches educational psychology by scientifically testing cognitive development and the impact of experiential learning on post-secondary students.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,002 | 0,000 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».