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Journal of Adventure Education & Outdoor Learning is a peer-reviewed journal published by Taylor & Francis, covering Outdoor and Experiential Education, Adventure Sports and Sensation Seeking, Recreation, Leisure, Wilderness Management.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Journal of Adventure Education & Outdoor Learning 12 (3): 45–58.
Formats any DOI in Journal of Adventure Education & Outdoor Learning style. No sign-up. |
| Publishes research in | Outdoor and Experiential Education Adventure Sports and Sensation Seeking Recreation, Leisure, Wilderness Management Youth Development and Social Support Environmental Education and Sustainability |
| ISSN | 1472-9679 |
| Citation impact (2-yr) | 1.6 |
| h-index | 57 |
| i10-index | 344 |
| Total citations | 13,102 |
| Top institutions publishing here | University of Edinburgh |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Abstract Adventure education philosophers have argued that controlled exposure to challenge can enhance participants' psychological resilience. This study supports this claim, demonstrating significantly greater gains in psychological resilience for 41 young adults participating in 22-day Outward Bound programs than in a control group. All Outward Bound participants reported positive changes in their resilience and their…
Abstract This paper explores what makes children's risky play risky. Risky play can generally be defined as thrilling and exciting forms of play that involve a risk of physical injury. Few, if any, studies have been conducted to explore what identifies play activity as risky. The present study aims to determine what characteristics to judge…
This is a longitudinal case study where teachers from different disciplines were interviewed before and after an outdoor teaching project in a Swedish junior high school. The school grounds were used regularly as an area for teaching and learning in different subjects. The purpose of this study was to explore how teachers from different disciplines…
This research suggests that learning biology in an outdoor environment has a positive cognitive and affective impact on 13–15-year-old, Swedish high school pupils. Eighty-five pupils in four classes participated in a quasi-experimental design. Half the pupils, taking a biology course in ecology or diversity of life, had several lessons outdoors and the other half were…
This exploratory study investigated the impact of participation in a three-week adventure education (AE) expedition upon levels of resilience of university students. Resilience is considered to be a dynamic process of positive adaptation to significant threat or adversity and may be an important variable to study as college students often live stressful lives involving academic…
