Participation in wildland recreation is associated with a range of individual-level outcomes. Although these outcomes have been extensively studied, few studies have systematically examined and summarized this empirical evidence. Therefore, the goals of this study include identifying (1) the breadth of individual-level outcomes associated with wildland recreation, (2) the setting and programmatic attributes that research suggests are driving these outcomes, and (3) the gaps in the peer-reviewed literature regarding the outcomes associated with wildland recreation. We systematically examined 235 articles published between 2000 and 2016 that evaluated the psychological, social, and educational outcomes associated with participation in wildland recreation. We identified 11 broad categories, the most common related to personal development (59%), pro-social behaviors (52%), mental restoration (42%), and environmental stewardship (36%). Results highlight gaps in our knowledge regarding outcomes and their potential causes. We conclude by discussing trends and implications for managers and future research.
The personal and professional outcomes of experiential wilderness-based professional development programs for K-12 educators have not been adequately evaluated. This study used openended survey questions to identify a range of personal (i.e., self-awareness, new perspectives, self-confidence) and professional (i.e., changes in classroom practices, appreciation for educational practices, improved classroom culture) outcomes. Educators also identified the programmatic elements that were most influential to both personal and professional outcomes. Links between specific programming elements and each unique outcome are also discussed. Results from this study may be used to design experiential continuing professional development approaches for educators.
Institutions of higher education are encountering increases in the number of students with mental health issues. As administrators look for ways to promote positive mental health, exploring the role leisure has in the well-being of college students is warranted. This study used the DRAMMA model to better understand the connection of leisure and subjective well-being via the psychological pathways of detachment-recovery, affiliation, meaning, mastery, and autonomy through leisure satisfaction of campus recreation users. Findings suggest campus recreation programs should focus on providing satisfying leisure and recreation experiences that provide meaning, affiliation, and detachment-recovery to students as a potential means to influence subjective well-being.
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