Abstract
ABSTRACT The purposes of this study were to propose a model of cognitive learning outcomes in outdoor education and examine their relationships with two antecedents (quality of support resource and involvement) and one consequence (satisfaction). A total of 343 physical education student teachers in Singapore completed a questionnaire upon completion of a 5-day outdoor education camp. The questionnaire consisted of 25 items measuring cognitive learning outcomes, quality of support resource, involvement, and satisfaction with the camp. A confirmatory factor analysis confirmed the four-dimensional construct of cognitive learning outcomes with adequate global and internal structure fit. Structural equation modeling supported the proposed sequences indicating both quality of support resource and involvement as antecedents and satisfaction as a consequence of cognitive learning outcomes. This study provides insightful information on the design, implementation, and evaluation of outdoor education curricula to enhance student teacher’s satisfaction with the course during their pre-service training.
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