A Ghani Ruhina Binta, Lau Patrick W C, Lu Nike, Zhou Peng, Wang Jing Jing
Department of Sports and Health Sciences, Academy of Wellness and Human Development, Faculty of Arts and Social Sciences, Hong Kong Baptist University.
Laboratory of Exercise Science and Health, Beijing Normal-Hong Kong Baptist University, Zhuhai, China.
PLoS One. 2025 Jun 30;20(6):e0327181. doi: 10.1371/journal.pone.0327181. eCollection 2025.
This mixed-method systematic review examines how Adventure Education is perceived by children and its impact on their development. Children's age ranged between 06-18 years. AE been reported to improve participants' leadership, self-efficacy, peer support, relationship skills, independence, and the ability to follow instructions. Six quantitative research studies have shown a positive association of AE with various socio-emotional development outcomes. Participants exhibited enhanced resilience, hedonic balance, and life satisfaction. Individuals engaged in AE were found to experience reduced mental health issues and stress levels. One study found that the AE program significantly impacted physical activity outcomes, with effect sizes ranging from 0.029 to 0.663. However, long-term effects could not be definitively concluded due to the lack of follow-up measures of the interventions.
这项混合方法的系统综述探讨了儿童对冒险教育的看法及其对儿童发展的影响。儿童年龄在6至18岁之间。据报道，冒险教育可提高参与者的领导力、自我效能感、同伴支持、人际关系技巧、独立性以及听从指示的能力。六项定量研究表明，冒险教育与各种社会情感发展成果呈正相关。参与者表现出更强的恢复力、享乐平衡和生活满意度。参与冒险教育的个体心理健康问题和压力水平有所降低。一项研究发现，冒险教育计划对身体活动成果有显著影响，效应大小在0.029至0.663之间。然而，由于缺乏对干预措施的随访措施，无法确切得出长期影响的结论。
