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Adventure education and Csikszentmih...

Fenton, Lara.

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Adventure education and Csikszentmihalyi's flow theory: A critical analysis of stress and optimal experience as learning tools.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Adventure education and Csikszentmihalyi's flow theory: A critical analysis of stress and optimal experience as learning tools./
作者:	Fenton, Lara.
面頁冊數:	203 p.
附註:	Adviser: Denise Mitten.
Contained By:	Masters Abstracts International45-04.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1441075

Adventure education and Csikszentmihalyi's flow theory: A critical analysis of stress and optimal experience as learning tools.
Fenton, Lara.

Adventure education and Csikszentmihalyi's flow theory: A critical analysis of stress and optimal experience as learning tools. - 203 p.

Adviser: Denise Mitten.

Thesis (M.A.)--Prescott College, 2006.

Key Terms: Optimal Experience, Anxiety.Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Adventure education and Csikszentmihalyi's flow theory: A critical analysis of stress and optimal experience as learning tools.
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100 1 $a Fenton, Lara. $3 1291349
245 1 0 $a Adventure education and Csikszentmihalyi's flow theory: A critical analysis of stress and optimal experience as learning tools.
300 $a 203 p.
500 $a Adviser: Denise Mitten.
500 $a Source: Masters Abstracts International, Volume: 45-04, page: 1738.
502 $a Thesis (M.A.)--Prescott College, 2006.
520 $a Key Terms: Optimal Experience, Anxiety.
520 $a This thesis explores the relationship between stress, brain learning theory, experiential education, Csikszentmihalyi's (1990) flow experience and learning in an adventure education environment. Current brain research indicates that the most optimal learning environment is one where stress is lowered and participants are able to experience relaxed alertness, flow, or comfort zones, and as a result, increase self esteem. Much adventure education literature is based on instructors raising stress levels so that participants leave comfort zones and experience anxiety in order to learn, yet promote the same outcomes as flow; raised self esteem. These discrepancies are explored from a feminist perspective. Fifty Outward Bound Canada instructors were surveyed and four instructors were interviewed to further explore the survey questions. The results indicate that instructors want participants to gain self-esteem yet use stress as a learning tool. Cultural influences, the influence of Kurt Hahn, and the need for education are explored.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1441075