The purpose of this study was to investigate what effect, if any, an outdoor orientation
program conducted at a comprehensive public institution in the Northwest school had
on first-year students' self-efficacy relative to success in their first year of college,
measured as academic and social integration. A random sample of students who
registered for the raft/hike option of the FOOTsteps program and a random sample of
students not registered for FOOTsteps or for the university's orientation class were
sent surveys through campus mail. These surveys asked them to rate their confidence
in completing tasks associated with academic and social integration into the college
setting. While no statistically significant difference between the groups was found,
time was a significant factor in increasing efficacy expectations for both groups.
Additionally, the study looked to see if there were any differential effects of the
treatment program on participants' self-efficacy depending on the participants' prior
outdoor adventure experience. Again, no statistically significant differences were
found. Despite these insignificant statistical results, it was found through focus groups
and participant journals that the outdoor orientation program aided in the participants
ability to develop social connections and make friends, thus moderating the anxiety of
the beginning of college. / Graduation date: 2003
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/30316 |
| Date | 28 April 2003 |
| Creators | Seifert, Tricia Anne Dailey |
| Contributors | White, Jessica E. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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