“It has fundamentally changed how I look at the world”: Exploring the outcomes of polar youth expeditions through self determination theory
Bibliographic record
Abstract
Framed by ‘Self-Determination Theory’, this presentation explores the qualitative results of a project that examined the impact of youth polar travel by assessing participants’ pro-environmental behaviour, career choices and ambassadorial activities, up to 18 years after their polar voyage. Self-Determination Theory (SDT) is a theory of motivation which highlights how purposive activity may fulfil basic psychological needs, triggering intrinsic motivation. The theory is based on the notion that humans choose to participate in activities which contribute to self-growth. Such intrinsic motivation is believed to lead to a deeper understanding of the need for behaviour change from within, supposedly triggering long-term differences within the individual, an outcome which lies at the core of many polar youth expeditions. In this study, research participants were recruited from the 2,500+ alumni of Students on Ice (SOI), a Canadian-based charitable organisation that leads educational expeditions to the Polar Regions for international high school and university students. Established in 1999, SOI offers bespoke educational expeditions to the Antarctic and the Arctic, with a mandate to provide students, educators, and scientists with inspiring educational opportunities at the Poles and, in doing so, to help participants foster a new understanding of and respect for the environment. The study adopted a mixed-methods approach and was co-designed with SOI with data collected via an online survey (n=217). The key components of self-determination theory (including autonomy, competence and relatedness) are used to present the qualitative data and frame how meaningful experiences and post-travel outcomes were created by the expedition. Initial analysis indicates that immersion in the polar environment creates a lasting impact on participants’ self-determination to make positive change in their own lives and in their wider communities.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.021 |
| Scholarly communication | 0.008 | 0.004 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".