Effects of Outdoor Experiential Education and Adventure-Based Training on Students’ Self-Efficacy: A Systematic Review and Meta-Analysis

Abstract

Abstract

Background Outdoor experiential education and adventure-based training are widely regarded as important practices within experiential education because they involve challenge, direct participation, peer cooperation, guided reflection, and transfer of learning. However, evidence on their effects on students’ self-efficacy remains inconsistent. Purpose This study synthesized available evidence on the effects of outdoor experiential education and adventure-based training on students’ self-efficacy. Method A systematic review and meta-analysis were conducted using Chinese and English databases. Eligible studies were screened according to predefined inclusion and exclusion criteria. Controlled studies and one-group pre–post studies were synthesized separately. Findings Controlled studies showed a significant positive effect on students’ self-efficacy, although heterogeneity was substantial. One-group pre–post studies also showed significant improvement following intervention, with negligible heterogeneity. Overall, the available evidence suggests a positive association between outdoor experiential education and adventure-based training and students’ self-efficacy, although the findings should be interpreted cautiously given the small and methodologically mixed evidence base. Implications : These findings suggest that outdoor experiential education and adventure-based training may have potential value for physical education, camp education, and youth development, although stronger evidence from more rigorous controlled studies is needed.