大學生參與戶外冒險教育活動主觀幸福感與情緒經驗研究

目的：探討大學生參與戶外冒險教育活動的主觀幸福感與情緒經驗。方法：本研究採立意取樣，以一所大學開授之「自然教育訓練與發展」課程的15位學生為對象，規劃三天二夜的學習內容，包含有機農場、森林瑜伽、無具炊事、搭帳露營、溯溪橫渡、獵人文化、瀑布水療以及秘境探索等活動。研究者帶著相機、攝影機、與筆記本全程參與，進行參與式觀察。活動過程中進行無記名情緒問卷的施測，並蒐集學生活動後所撰寫的心得作為分析的文本。以重複量數單因子變異數分析檢驗活動前、中、後情緒變化。藉由學生課後心得文本的分析來了解學生的主觀幸福感。結論：（一）學生參與本次戶外冒險教育活動，所獲得的主觀幸福感包含自主性、勝任感、歸屬感、他人成就自我、身處自然。（二）在這次活動中，感恩、滿足、成就感、愉快、放心、不在乎、有趣、自在等情緒是學生經驗較強的情緒，從深刻經驗的頻次而言，感恩、緊張、興奮、滿足則是較常被提及的學習情緒。從事戶外冒險教育活動的前、中、後，學生變化明顯的情緒分為上升、下滑再上升、下滑三種類別。

關鍵字

情緒轉折；溪谷探索；自然體驗

並列摘要

This study examines the influence of outdoor adventure education activtiy on the subjective well-being and emotional experiences of college students. Fifteen college students who enrolled in the ＂Natural education training and development＂ course participated in this study. The activity involved organic farms, forest yoga, cooking without utensils, camping with tents, river crossing, hunter culture, and waterfall spa, with a three-days and two-nights. Their learning and instruction progress was documented using a camera, camcorder, audio recorder, and pen and paper. Before, during, and after each activity, an anonymous emotional questionnaire was administered, and students' experience written after the program was collected as the text for analysis. Repeated measured ANOVA analysis was used to examine the emotional changes before, during and after this program. Through the analysis of students' experience texts after class to understand students' well-being. It is concluded that, a) Students participating in this activity, the subjective well-being they obtained were autonomy, competence, relatedness, beneficence, and contact with nature. b) In this activity, emotions such as gratitude, satisfaction, sense of accomplishment, happiness, peace of mind, carelessness, fun, and ease were emotions that students experience strong, from the frequency of deep experience. In terms of gratitude, tension, excitement, and satisfaction were among those most significantly experienced emotions. Before, during and after engaging in this outdoor adventure education activity, the students' emotions with obvious changes are divided into three categories : rising, falling and rising again, and falling.

並列關鍵字

emotional transition ； valley exploration ； experiences in nature

參考文獻

Frumkin, H., Bratman, G. N., Breslow, S. J., Cochran, B., Kahn, P. H., Jr., Lawler, J. J., . . . Wood, S. A. (2017).Nature contact and human health: A research agenda. Environmental Health Perspectives, 125(7). doi:10.1289/EHP1663

吳兆田（2017）。冒險教育效益機轉應用於大學生之自我認同發展之研究－以東海大學Senior Alpha Leaders 為例（未出版博士論文）。國立臺灣師範大學，台北市。