Although many science educators and researchers believe that emotion is an important part of the learning process, few researchers have dealt with the topic in a systematic fashion. The purpose of this study was to examine the role of emotion in the learning process, particularly in the learning of science content. My study utilized a dimensional perspective which defined emotion in terms of arousal and valence, and drew on research from the fields of psychology and neuroscience to examine how emotion affects different aspects of cognition such as attention and memory. On the basis of these findings, I developed and tested a path model to investigate the predicted relationships among emotional arousal, valence, attention, intrinsic motivation and short- and long-term learning outcomes. I conducted the study in two phases. The first phase took place in a psychology laboratory in which participants watched either an exciting or neutral nature video, read a factual article related to the video and were tested on their learning. The second phase took place at the Oregon Coast Aquarium in which participants watched a narrated otter or sea lion presentation and took a short posttest after the show. In both phases, participants' emotional arousal, valence, attention, and motivation levels were also measured for inclusion in the model. The results indicated that emotional arousal was an important predictor of short-term learning in both experiments although its effect was fully mediated by attention at the aquarium. In addition, negative valence (displeasure) and intrinsic motivation were strong predictors of short-term learning in the laboratory experiment. At the aquarium, the narrator of the animal presentation strongly affected both attention and short-term learning—visitors who listened to a non-scripted rather than a scripted narration paid more attention and had significantly better short-term learning outcomes. In the aquarium study, emotional arousal correlated strongly with several measures of long-term learning. In particular, those who felt more arousal during the animal presentation were able to describe their experience at greater length and with more detail and complexity two to three months after their visit. My findings suggest that emotional arousal is an important component of science learning both directly and through its relationship with attention. Therefore, science educators in both informal and formal learning institutions may be able to increase both attention and learning outcomes by designing emotionally arousing learning experiences around the science content they wish to teach. In addition, the importance of narrator quality in the aquarium study suggests that narrators and teachers should be trained to deliver information in such a way that supports short- and long-term science learning. / Graduation date: 2012

published_or_final_version / Education / Doctoral / Doctor of Philosophy

This study applied components of Csikszentmhalyi’s flow theory to the Web-based Training (WBT) environment. Specifically considered were how the equivalence of a learner’s perceived challenges and skills for an activity can effectively predict the emergence of flow in the WBT environment. Also considered was the ability of flow dimensions — defined in flow theory — to predict and model the occurrence of flow during WBT activities. Over a period of about one hour, students (n=43) from a southwestern US university engaged in WBT learning activities pertaining to on-line coursework or self-study. A special Web-based software installed on the students’ computers sporadically reminded them to complete a series of on-line questionnaires which collected data on their flow experience, learning activities, and flow dimensions. The data collection method employed by this study is effectively an electronic, Web-enabled version of, and functionally equivalent to, the Experience Sampling Method (ESM) used in other flow studies. This study employed questionnaires used in prior flow studies to collect data regarding respondents’ flow experiences and flow dimensions, and developed an on-line instrument to collect data on students’ learning experiences based on instructional events found in computer-based lessons from Gagné. Significant findings (p<.05) from this study suggest that, in the WBT environment studied, as the relative level of challenge and skill of a learning activity increases, so does the level of flow experienced by the individual. This study also found that flow dimensions are good predictors of flow experience. The results of this study should have important implications for WBT users and instructional designers. Since flow is a positive experience that most individuals wish to repeat, understanding how to facilitate the occurrence of flow, from both the WBT user’s and instructional designer’s perspective, is likely to be beneficial to the rapidly emerging field of WBT.

Thesis (MA)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: The aim of this study was to investigate the nature of the relationship between the Big Five personality factors and practical and theoretical training performance in adult Basic education and training (ABET). The existing literature on the subject was surveyed; this is followed by a report on the results of the empirical investigation. The experimental group consisted of 82 learners who followed an ABET level-4 course. Personality was determined by means of the Five-Factor Non-Verbal Personality Questionnaire (FF-NPQ), while cognitive skills were measured with Raven's Standard Progressive Matrix. By using the Pearson product moment correlation coefficient, multiple regression analysis and factor analysis, it was established that, apart from IQ, there was a significant positive correlation between agreeableness and practical training performance. Although there was also a significant, but small, positive correlation between neuroticism and practical training performance, the influence of the former factor on practical training performance could not be confirmed by a regression analysis. Only IQ and to a lesser extent neuroticism, conscientiousness and extroversion showed a relation with theoretical training performance. Once again, the influence of the latter three factors on theoretical training performance could not be confirmed by a regression analysis. The conclusion is thus drawn in this study that only IQ has a significant influence on theoretical training performance. Results also indicate that characteristics such as trust, helpful behaviour and co-operative behaviour, which indicate agreeableness, help to promote receptiveness in training in practical work, especially with respect to skills training. It appears that the role of personality factors with respect to training performance depends on: a) the nature of the training programme being followed, b) the degree of difficulty of the training programme, and c) the work or task objectives for which the training is being undertaken. The conclusion was drawn that the findings of studies on the relationship between training performance and personality should be interpreted with circumspection and that a great deal of research is required in this area. / AFRIKAANSE OPSOMMING: Die doel van die studie was om ondersoek in te stel na die aard van die verband tussen die Groot Vyf-persoonlikheidsfaktore en praktiese en teoretiese opleidingsprestasie by volwasse basiese opvoeding en opleiding-leerders. 'n Oorsig van die bestaande literatuur oor die onderwerp is gelewer, gevolg deur die rapportering van die resultate van die empiriese ondersoek. Die eksperimentele groep het bestaan uit 82 leerders wat 'n VBOO-vlak 4 kursus gevolg het. Persoonlikheid is deur middel van die Vyf Faktor - Nieverbale-Persoonlikheidsvraelys (FF-NPQ) bepaal en kognitiewe vaardighede is met behulp van Raven se Standaard-Progressiewe Matriks gemeet. Met behulp van die Pearson-produkmoment-korrelasiekoëffisiënt, meervoudige regressieontleding asook faktor-ontleding, is vasgestel dat, benewens IK, daar ook 'n beduidend positiewe verband tussen welgevalligheid en praktiese opleidingsprestasie voorgekom het. Hoewel 'n beduidende, maar klein, positiewe korrelasie ook tussen neorotisisme en praktiese opleidingsprestasie voorgekom het, kon die invloed van die laasgenoemde faktor op praktiese opleidingsprestasie nie deur die regressieontleding ondersteun word nie. Slegs IK en tot 'n mindere mate neorotisisme, konsensieusheid en ekstroversie het 'n verband met teoretiese opleidingsprestasie getoon. Weereens kon die invloed van laasgenoemde drie faktore op teoretiese opleidingsprestasie nie bevestig word deur die regressieontleding nie. Ten opsigte van die huidige ondersoek, word die gevolgrekking dus gemaak dat slegs IK 'n beduidende invloed op teoretiese opleidingsprestasie het. Resultate dui daarop dat eienskappe soos vertroue, hulpverlende gedrag en samewerkende gedrag, wat dui op welgevalligheid, bevorderlik is vir opleiding in praktiese verband veral ten opsigte van vaardigheidsopleiding. Dit blyk ook asof die rol van persoonlikheidsfaktore ten opsigte van opleidingsprestasie, afhang van die a) aard van die opleidingsprogram wat gevolg word, b) die moeilikheidsgraad van die opleidingsprogram, asook c) vir watter werks- oftaakdoeleindes die opleiding plaasgevind het. Daar word tot die gevolgtrekking gekom dat die bevindinge van studies rakende die verband tussen opleidingsprestasie en persoonlikheid met omsigtigheid geïnterpreteer moet word en dat heelwat navorsing op hierdie gebied nodig is.

M.Ed. (Psychology of Education) / Please refer to full text to view abstract

The effectiveness with which people learn in modem organizations is increasingly emphasized in today's information and knowledge driven economy. The effectiveness of learning and the increase of expertise in a rapidly and dramatically changing economic, political and social environment is regarded as being extremely important for the success and survival of organizations. The way an individual views the process of learning influences the learner's approach to a learning opportunity and the effectiveness of the learning process concerned. An individual's awareness of his/her own learning approach and opportunities for critical and realistic reflection on his/her own behaviour is important for the development of effective learning. Opportunities for critical and realistic reflection on his/her own learning behaviour promotes a learner's ability to handle new and complex situations. The need for a reliable and valid measure for learning approaches as a means to facilitate critical and realistic reflection by a learner must be emphasized in this regard. Related to this is the need for a systems model which promotes a holistic approach to the interpretation of learning approaches and the facilitation of effective learning within organizations. The primary aim of the study was to develop a questionnaire with acceptable psychometric properties which could be used to determine the learning approaches of adults. The secondary aim of the study was to develop a systems model which indicates the relationship between learning approaches, macro- and micro-learning environment factors, personal factors and learning outcomes for organizations. A literature analysis was undertaken to develop a systems model (secondary aim) which could serve as a theoretical framework for the development of a learning approaches questionnaire. Different approaches as described in existing literature were identified, delimited and defined. The factors which influence individuals' learning approaches were investigated. A systems model of learning was developed on the basis of the literature study. This model is used to indicate the relations between learning approaches, learning environment factors, personal factors and learning outcomes. A clear and identifiable input component, a process component and an outcomes component which are interdependent and interact with one another, were identified on the basis of the literature. The study concluded that a systems model of learning provides a useful holistic framework to assist the understanding, interpretation and influencing of learning approaches and the factors which influence learning approaches. The empirical part of the study focuses on the development of a learning approaches questionnaire for adults. The learning approaches questionnaire (LAQ) which was developed consists of two sections, a learning approaches in terms of the learning content section (LAQc) and a learning approaches in terms of social orientation section (LAQs). The LAQc section consists of a deep, surface and achievement learning motive dimension and a related deep, surface and achievement strategy dimension, as well as a self-efficacy and fear-of-failure dimension. The LAQs consists of a dependent, independent, co-operative and competitive learning approach dimension. The research results demonstrated that the LAQ displays content, factor and construct validity. The factor structures of the LAQ are stable for business and tertiary learning contexts. The research results also showed that the LAQ is a reliable and unbiased measure for various language groups. The results of the empirical investigation strongly supported the systems model of learning. The grouping of learning approaches according to particular views of what learning encompasses, the mutual relations between learning approaches, as well as the situational nature of learning approaches as depicted in the systems model, were confirmed. By using the systems model of learning, the LAQ can make an important contribution to the facilitation of effective learning in organizations. / Thesis (D Com (Human Resources Management))--University of Pretoria, 2007. / Human Resource Management / unrestricted

Literature on stereotypes and implications of stereotype threat has grown considerably over the past decade. While numerous studies examine college major biases, they predominantly focus on STEM and business students. For Music Majors (MMs), some of the conventional musician stereotypes include susceptibility to heavy drinking, drug use, and their nonpecuniary advantages as artists. In this study, Q methodology, which incorporates a combination of quantitative and qualitative properties, was used to identify Non-Music Majors’ (NMMs) shared subjectivity among their opinions of MMs. The primary research questions were as follows: (a) What current stereotypes do Non-Music Majors hold regarding the Music Majors? (b) Which themes emerge based on Non-Music Majors’ detailed descriptions of Music Majors? The researcher additionally sought to explore the impetus behind dominant musician stereotypes, including their portrayals as perpetual starving artists, overly emotional, prone to heavy drinking and drug use, and financially irresponsible. The study had two main objectives: (a) to identify NMMs’ current stereotypes of MMs; and (b) to explore ways in which NMMs and MMs can implement a more close-knit alliance and cross-disciplinary partnerships and collaborations in college settings. The study was conducted in Spring 2023 with 30 NMMs from a large U.S. graduate school of education. The participants comprised only graduate-level students who had formally declared one primary major and participated remotely using an online Q Method Software. The study findings, which utilized Q analyses, thematic analyses of post-Q-sort surveys and interviews, provided a nuanced yet wide-ranging validation of the cross-disciplinary biases in college settings. The research revealed that NMMs viewed MMs as being born with innate talent/gift, who were eclectic, disciplined, and coming from high-income backgrounds. NMMs also perceived MMs as being perfectionists with many hobbies outside of music, who were endlessly curious but more prone to recreational drug use compared to NMMs. All participants shared that musician stereotypes, whether positive or negative, were pervasive in college settings. Stereotypes are universal: however, discussions of lesser-known stereotypes, such as college major biases, are seldom considered. Q methodology, in this respect, facilitates a comprehensive understanding of the diverse perspectives within a social group. When combined with post-Q-sort surveys and interviews, Q can be a powerful tool to help elucidate subjective perspectives—for educators and students alike—in dynamic and evolving educational contexts. The researcher hopes this study will encourage others to explore, analyze, and optimize the use of Q in the field of music and music education.

No description available.

Thesis (MA)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: The tendency to use adventure-based training as an intervention medium for the improvement of the self-concept has grown rapidly over the past few years. However, research results on the effect of adventure-based training on participants' self-concepts are very contradictory. Some studies revealed significant positive improvements, while others revealed no significant differences in pre- and post-measures. The effect of adventure training on the self-concept in the military context has so far not yet been investigated in South Africa. A sound self-concept is of critical importance to young career officers, as it enables them to function with self-confidence in both their work environment and their community roles. They enter the military environment as late adolescents, which implies that the successful mastering of specific developmental tasks such as the formation of identity or self-concept, is a prerequisite for their dynamic functioning in the world of work. The aim of this study was to determine whether adventure training can indeed be utilised to enhance the self-concepts and self-efficacy of young career officers in the South African National Defence Force. A quasi-experimental design with a pre-test, post-test and post-post-test was used to determine the effect of a Ropes Course Development Programme on the self-concepts of young career officers. Subjects for the experimental group were selected from the young career officer population at the Military Academy (n=33) and subjects for the control group were selected from the young career officer population at the SA Army Gymnasium (n=32). Two measuring instruments were administered, during three time intervals, namely the Self-description Questionnaire III and the General Self-efficacy Scale. From the results it can be concluded that the control group did not change much during the eight-week-period of the study. Only three significant withingroup changes occurred, namely in the scores of the mathematical skills selfconcept sub-scale, in the scores of the total academic self-concept and the GSE scale. All three measurements showed a significant increase for the pretest to post-post-test time interval. The experimental group showed a number of changes between pre-test and post-test, as well as pre- and post-test to post-post-test time intervals. The SOOIII sub-scales with declining scores were the participants' self-concept regarding their verbal skills (post- to post-post-test) and academic ability (preand post-test to post-post-test). The total academic self-concept score was also significantly lower from post-test to post-post-test measurement. Scores that were positively affected over time were their self-concepts regarding their relations with parents (for pre-test to post-test), religion (for pre-test to posttest and maintained to post-post- test), the total non-academic self-concept (pre- to post-test) and the total general self-concept score (from pre- to posttest). The experimental group did not change with regard to their GSE scores. The most evident between-group differences were observed during the postpost- test on the verbal skills, academic ability, and total academic selfconcept scores (control group> experimental group), and relations with same sex self-concept scores (experimental group> control group). A significant relationship between the total SOOIII score and the GSE scale over the three time periods was observed. Highly significant r-values were obtained for both groups on all but one measurement. The final conclusion is that the Ropes Course Development Programme was not an effective intervention medium to enhance the self-concepts and selfefficacy of young career officers. There is still a need for scientific research to motivate adventure-based programmes as training intervention in the South African military context. / AFRIKAANSE OPSOMMING: Die neiging om avontuurgerigte opleiding as ingreep vir die ontwikkeling van die selfkonsep te gebruik, het die afgelope paar jaar ingrypend toegeneem. Navorsingsresultate rakende die invloed van avontuurgerigte opleiding op deelnemers se selfkonsepte is egter teenstrydig. Sekere studies het beduidende positiewe verbeteringe aangedui, terwyl ander weer geen beduidende verskille in voor- en na-toetse getoon het nie. Die uitwerking van avontuuropleiding op die selfkonsep, is tot dusver nie binne militêre konteks in Suid-Afrika ondersoek nie. 'n Positiewe selfkonsep is van kritiese belang vir jong beroepsoffisiere, aangesien dit hulle bemagtig om met selfvertroue in sowel hul werksomgewing as hul gemeenskapsrolle te funksioneer. Hulle betree die militêre omgewing tydens adolessensie, wat impliseer dat die suksesvolle bemeestering van bepaalde ontwikkelingstake soos identiteitsvorming of die vorming van 'n selfkonsep 'n voorvereiste is om effektief in die werksomgewing te funksioneer. Die doel van hierdie studie was om te bepaal of avontuurgerigte opleiding wel gebruik kan word om die selfkonsepte en selfdoeltreffendheid van jong beroepsoffisiere in die Suid-Afrikaanse Nasionale Weermag te bevorder. 'n Kwasi-eksperimentele ontwerp met 'n voortoets, na-toets en na-na-toets is gebruik om die invloed van 'n Toubaan Ontwikkelingsprogram op die selfkonsep en selfdoeltreffendheid van die jong beroepsoffisiere te bepaal. Proefpersone vir die eksperimentele groep is geselekteer vanuit die groep jong beroepsoffisiere by die Militêre Akademie (n=33) en proefpersone vir die kontrolegroep is vanuit die jong beroepsoffisierpopulasie by die SA Leërgimnasium geselekteer (n=32). Twee meetinstrumente is tydens drie geleenthede geadministreer, naamlik die "Self-description Questionnaire III" (SDQIII) en die General Self-efficacy Scale (GSE). Van die resultate kan afgelei word dat die kontrolegroep nie veel verander het tydens die agt weke periode van die studie nie. Slegs drie beduidende binne- groep veranderinge het plaasgevind, naamlik in die wiskundige vaardigheid selfkonsep subskaal, in die totale akademiese selfkonsep en die Algemene Selfdoeltreffendheidtelling. AI drie tellings dui op 'n beduidende toename vir die voor-toets tot na-na-toets tydsinterval. Die eksperimentele groep het 'n beduidende aantal veranderinge getoon tussen voor- en na-toets, sowel as voor- en na-na-toets. Die SDQIII subskale wat 'n afname in tellings getoon het, was die deelnemers se selfkonsepte aangaande hulle verbale vaardighede (na-toets tot na-na-toets) en akademiese vaardigheid (voor en na-toets tot na-na-toets). Die totale akademiese selfkonseptelling was ook beduidend laer tussen die na-toets en na-na-toets meting. Tellings wat positief oor tyd beïnvloed was, was hulle selfkonsepte ten opsigte van verhoudings met ouers (vir voor-toets tot natoets, godsdiens (vir voortoets tot na-toets en in stand gehou tot na-na-toets), die totale nie-akademiese selfkonsep (voor- tot na-toets) en die totale algemene selfkonseptelling (van voor- tot na-toets). Die eksperimentele groep het nie ten opsigte van hulle GSE tellings verskil nie. Die mees klaarblyklike tussen-groep verskille in tellings is waargeneem tydens die na-na-toets met betrekking tot verbale vaardighede, akademiese vermoë, en totale akademiese selfkonseptellings (kontrole groep > eksperimentele groep) en selfkonsep betreffende verhoudinge met dieselfde geslag (eksperimentele groep> kontrole groep). 'n Betekenisvolle verband tussen die SDQIII en die GSE skale is oor die drie tydperke heen waargeneem. Hoogs beduidende r-waardes is vir albei groepe op alle metings waargeneem, met die uitsondering van een meting. Die finale bevinding dui daarop dat die Toubaan Ontwikkelingsprogram nie 'n effektiewe ingreep was om die selfkonsepte en selfdoeltreffendheid van jong beroepsoffisiere te verbeter nie. Daar bly dus steeds 'n behoefte aan wetenskaplik gefundeerde navorsing om die waarde van avontuurgerigte opleidingsprogramme in die Suid-Afrikaanse militêre konteks te motiveer.

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: South African adolescents live in a transitional society during a life stage in which they seek to stabilise their identity. They face a heritage of widespread violence and poverty, the lived impact of HIV/AIDS and substance abuse, incessant bombardment by media modelling leisure and vice, an erratic education system, and strained family and social bonds. Noting these challenges South African psychology seeks to become more socially relevant and provide formalised opportunities for positive youth development, supporting the growth of strengths and virtues, and making high human potential actual. Psychologists should seek to provide interventions that can turn the tide of social degeneration towards individual and community flourishing. Schools provide an optimal context for such interventions, with adventure programmes providing a valuable mechanisms by which holistic development, flow, interdependence, competence, and modelling of pro-social values can be experienced. This study sought to investigate the different ways in which one such school-based wilderness adventure programme was experienced and the specific aspects of the programme responsible for variation in outcomes using the methodology of phenomenography. Phenomenography is a research method used to map the qualitatively different ways in which people understand, perceive, or experience various aspects of a specific phenomenon. By understanding the different ways a phenomenon can be experienced, and identifying the critical aspects responsible for more or less powerful ways of experiencing the phenomenon, phenomenography provides a powerful tool for improving educational delivery but had yet to be used as a method to study psychological interventions. Phenomenographic analysis of the descriptions of the 27 day adventure programme, in which participants covered 360km on foot, bicycle and canoe, and engaged in group debriefs, journalling, and a 30 hour solo, revealed four conceptions of the programme: (a) long gruelling school hike, (b) school initiation / rites of passage programme, (c) once-in-a-lifetime group adventure, or (d) multifaceted learning and development opportunity. These categories of description are structured hierarchically, from least to most powerful, and are directly related to the perceived outcomes of the programme. At the lowest level, perceived processes and outcomes are largely physical, whereas at the highest level participants descriptions are more complex, and focused more on learning and developmental change that was accrued during the programme and could be transferred to the participant's home and social context. There are six major dimensions of variations that were identified in the data that help to understand the hierarchical relationships between the four identified categories of description. These include (a) the overall characterisation of the programme, (b) the nature of group interactions and processes, (c) the nature of the interactions and emotional connection participants had with their adult leaders, (d) the depth with which participants engaged with their experiences on the programme, (e) the personal relevance that trials, interactions and accomplishments had for participants, and (f) the type of growth and learning that was perceived to have accrued as a result of the wilderness adventure programme. These findings have important implications for both adventure programming design and implementation, and for research on psychological interventions. / AFRIKAANSE OPSOMMING: Suid-Afrikaanse adolessente leef in ‘n oorgang samelewing gedurende ‘n lewensstadium waarin hulle poog om hul identiteit te stabiliseer. Hulle staar ‘n erfenis van wydverspreide geweld en armoede in die gesig, die geleefde impak van MIV/VIGS en dwelmverslawing, die aanhoudende bombardement deur die media wat ontspanning en onsedelikheid modelleer, ‘n wisselvallige onderwyssisteem, en gespanne gesins- en sosiale verbintenisse. Suid-Afrikaanse sielkunde het kennis geneem van hierdie uitdagings en poog om meer sosiaal relevant te word, en om geformaliseerde geleenthede te verskaf vir positiewe jeugontwikkeling wat die ontwikkeling van sterktes en deugde ondersteun, sowel as om hoë menslike potensiaal te aktualiseer. Sielkundiges behoort te streef om intervensies te verskaf wat sosiale agteruitgang kan verander in individuele- en gemeenskapsflorering. Skole verskaf ‘n optimale konteks vir so ‘n intervensie, met avontuur programme wat ‘n waardevolle meganisme verskaf deur middel waardeur holistiese ontwikkeling, vloei, interafhanklikheid, bevoegdheid, en die modellering van pro-sosiale waardes ondervind kan word. Hierdie studie het gepoog om die verskillende maniere te ondersoek van hoe so ‘n skoolgebaseerde wildernis avontuur program ondervind was, asook die spesifieke aspekte van die program wat verantwoordelik was vir die variasie in uitkomste deur middel van die gebruik van fenomenografiese metodologie. Fenomenografie is ‘n navorsingsmetode wat gebruik word om kwalitatief verskillende maniere te karteer van hoe mense verskillende aspekte van ‘n spesifieke fenomeen begryp, waarneem, of ondervind. Deur die verskillende maniere te verstaan van hoe ‘n fenomeen ondervind kan word, en deur die kritiese aspekte te identifiseer wat verantwoordelik is vir die òf meer òf minder kragtige maniere van hoe die fenomeen ondervind kan word, verskaf fenomenografie ‘n kragtige instrument wat aangewend kan word vir verbeterde onderwyslewering alhoewel die metode tot dusver nog nie aangewend is om sielkundige intervensies te bestudeer nie. Fenomenografiese analise van die beskrywings van ‘n 27-dag avontuur program, waarin deelnemers 360 km te voet, per fiets en kanoe gedek het, en deelgeneem het aan groepontlontings, dagboekhou, en ‘n 30-uur solo, het vier opvattings van die program onthul: (a) ‘n lang, uitmergelende skool staproete, (b) ‘n skool inwyding- / passasierite program, (c) ‘n eenmalige groep avontuur, of (d) ‘n veelsydige leer- en ontwikkelingsgeleentheid. Hierdie beskrywingskategorieë is hierargies gestruktureerd, van die mins tot die mees kragtig, en is direk verwant aan die waargenome uitkomste van die program. Op die laagste vlak is waargenome prosesse en uitkomste grootliks fisies, teenoor die hoogste vlak waar die beskrywings van deelnemers meer kompleks is, en meer gefokus is op leer- en ontwikkelingsverandering wat oploop tydens die program, en oorgedra kan word tot die deelnemer se huis- en sosiale konteks. Daar is ses hoof variasie dimensies wat geïdentifiseer is in die data wat lei tot ‘n beter begrip van die hierargiese verhoudings tussen die vier geïdentifiseerde beskrywingskategorieë. Hierdie sluit in (a) die algehele karakterisering van die program, (b) die aard van die groep interaksies en prosesse, (c) die aard van die interaksies en emosionele verband wat deelnemers gehad het met hulle volwasse leiers, (d) die diepte waarmee deelnemers geskakel het met hul ondervindings van die program, (e) die persoonlike relevansie wat beproewings, interaksies en prestasies gehad het vir die deelnemers, en (f) die tipe groei en leer wat ervaar is en vermeerder het as gevolg van die wildernis avontuur program. Hierdie bevindings het belangrike implikasies vir beide die ontwerp van avontuur programmering, die implementering daarvan, en vir navorsing op sielkundige intervensies.