Reported Self-Concept and Self-Actualizing Value Changes as a Function of Academic Classes with Wilderness Experience

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Abstract
This study examined changes in self-perception and actualizing values as a function of participation in college classes which included wilderness experience. Two separate wilderness programs were investigated: the first emphasized intense, sustained, physical and mental challenges and learning how to live off an inhospitable environment; the second emphasized traditional laboratory group activities in a wilderness retreat. Changes in students taking these courses were contrasted with changes in college students registered for either a lecture-type course or a course with lectures and time-limited, structured, experiential learning. Positive changes in self-concept as measured by the Tennessee Self-concept Scale were apparent in participants who had either wilderness program. Control subjects did not show significant gains. Changes from pre-to post-course were not found on the Personal Orientation Inventory. While limitations must be noted, the college courses which included a wilderness experience had a positive impact on participants.

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