No difference exists by gender on business student’s GSE scores who have participated in an adventure program. The analysis was not run because there were only 11 women in the data set. No difference exists with the interaction of time by gender on business student’s GSE scores who have participated in an adventure program. The analysis was not run because there were only 11 women in the data set. Statistical Hypotheses Comp Org, H4 No difference exists with the interaction of time (pretest, posttest, and post posttest) on business student’s scores about their personal ability to set-up a company organization who participated in an adventure program. A significant difference was found with the interaction of time on business students’ scores about their personal ability to set-up a company organization who participated in an adventure program Wilks’ Lambda F(2,71) = 10.05, p = .0001, partial eta2 = .22. Scores significantly increased from the pretest (M = 5.79 + .79), to the posttest (M = 6.1 + .61) to the posttest (6.24 + .57). Statistical Hypotheses Product, H5 No difference exists with the interaction of time (pretest, posttest, and post posttest) on business students’ scores regarding their personal ability to choose a business product who have participated in an adventure program. No significant difference was found with the interaction of time on business students’ scores regarding their personal ability to choose a business product who participated in an adventure program Wilks’ Lambda F(2,71) = 3.01, p = .055,
Cleary, T. J., & Zimmerman, B. J. (2004). Self-regulation empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools, 41, 537-50. Clem, J., Smith, T., & Richards, K. (2012). Effects of a low-element challenge course on abstinence self-efficacy and group cohesion. Research on Social Work Practice, 2(2), 151-158. Cross, K. P. (1981). Adults as learners. San Francisco, CA: Jossey-Bass. Darst, P., & Armstrong, G. (1980). Outdoor a dventure activities for school and recreation programs. Prospect Heights, IL: Waveland. Dewey, J. (1938). Experience and education. New York, New York: The MacMillan Company. Erikson, E. H. (1950). Childhood and society. New York, NY: W. W. Norton. Erikson, E. H. (1959). Identity and the life cycle. New York, NY: International Universities Press. Erikson, E. H. (1964). Insight and responsibility. New York, NY: W. W. Norton. Ewert, A. (1989). Outdoor adventure pursuits: Foundation, models, and theories. Scottsdale, AZ: Publishing Horizons. Ewert, A., & Garvey, D. (2007). Philosophy and theory of adventure education. In D. Prouty, J. Panicucci, & R. Collinson, Adventure education: Theory and applications (pp. 19-31). Champaign, IL: Human Kinetics.
Vlamis, E., Bell, B., & Gass, M. (2011). Effects of a college adventure orientation program on student development behaviors. Journal of Experiential Education, 34(2), 127-148. Webb, D. (1999). Recreational outdoor adventure programs. In J. Miles, & S. Priest, Adventure programming (pp. 3-8). State College, PA: Venture Publishing. White, R. H. (1959). Motivation reconsidered: The concept of competence. Psychological Review, LXVI, 297-333. Whittington, P., Nixon-Mack, E., Budbill, N., & McKenney, P. (2011). All-girl adventure programmes: What are the benefits? Adventure Education and Outdoor Learning, 11(1), 1-14. Worrell, R. (n.d.). History of ricks college and brigham young university-idaho: The Bednar years (1997-2004). unpublished manuscript. Wolf, M., & Mehl, K. (2011). Experiential learning in psychotherapy: Ropes course exposures as an adjunct to inpatient treatment. Clinical Psychology and Psychotherapy, 18, 62-74. Wylie, C. (2014, January 28). Number of returned missionaries. Rexburg, Idaho, United States of America.
Read each of the statements below and circle the response that best fits your personal belief. Instrument: General Self-Efficacy Scale (GSE) Not at all True Barely True Moderately True Exactly True 1. I can manage to solve difficult problems if I try hard enough. 1 2 3 4 2. If someone opposes me, I can find means and ways to get what I want. 1 2 3 4 3. It is easy for me to stick to my aims and accomplish my goals. 1 2 3 4 4. I am confident that I could deal efficiently with unexpected events. 1 2 3 4 5. Thanks to my resourcefulness, I know how to handle unforeseen situations. 1 2 3 4 6. I can solve most problems if I invest the 1 2 3 4
necessary effort. 7. I can remain calm when facing difficulties because I can rely on my coping abilities. 1 2 3 4 8. When I am confronted with a problem, I can usually find several solutions. 1 2 3 4 9. If I am in trouble, I can usually think of a solution. 1 2 3 4 10. I can usually handle whatever comes my way. 1 2 3 4 Appendix D: Assessment of Business Student’s Ability to Run a Business The additional four Likert-type questions asked to assess the business students and their judgment of personal ability regarding different aspects of running the student run business, these questions used a seven-point scale (Personal Study).