臺灣博碩士論文加值系統

文獻中研究顯示冒險教育能為參與者帶來許多身心靈上之效益，在冒險教育過程中充滿挑戰及困難，能否持續參與冒險會是影響效益獲得之關鍵。
本研究以冒險教育課程「東海EMBA行動領導力」之學員為研究範圍及對象，透過質性研究訪談方式，試圖了解學員參與此課程背後之持續關鍵因子，並以心理學家Scanlan於1993年所發表的「運動承諾模式」為理論輔助構面，模式中影響持續參與運動之六大因子包含 :（1）運動樂趣；（2）涉入選項；（3）個人投資；（4）社會約束；（5）涉入機會；（6）社會支持。
研究發現參與本冒險教育課程「東海EMBA行動領導力」之學員，其持續參與之實際因子與理論中六大因子相符且契合，本研究進一步以運動承諾模式為基礎架構重新檢視課程之規劃，逐步展成冒險教育課程平台。
冒險教育課程平台分為線下實際課程規劃、線上行動APP設計規劃，線下平台以「東海EMBA行動領導力」之課程為參考，線上平台以「馬拉松世界」APP為參考，將線下、線上課程整合，強化冒險教育課程學員持續參與之因子，讓學員更能持續堅持到最後，進而獲得冒險教育所帶來的效益。本研究結果可提供推廣或辦理冒險教育課程之指導員，作為未來課程規劃之參考。

Studies in the literature show that adventure education can bring many physical and mental benefits to participants. It is full of challenges and difficulties in the process of adventure education. Whether or not to continue to participate in adventures is the key to the benefit.
In this study, the participants of the adventure education program "TungHai Univsersity EMBA Adventure Leadership" were used as research scope and objects. Through qualitative research interviews, we tried to understand the key factors behind the participants' participation in the course, and the psychologists Scanlan in 1993. The "Sport Commitment Model" published in the year is a theoretical auxiliary facet. The Six major factors affecting continuous participation in the model include: (1) Sports Enjoyment (2) Involvement Alternatives (3) Personal investment (4) Social constraints (5) Social constraints (6) Social Support.
The study found that the participants in the “TungHai Univsersity EMBA Adventure Leadership” of this adventure education course, the actual factors of their continuous participation are consistent with the six major factors in the theory. This study further re-examines the curriculum planning based on the Sport Commitment Model. Gradually develop into an adventure education curriculum platform.
The adventure education curriculum platform is divided into offline actual curriculum planning and online action APP design planning. The offline platform is based on the " TungHai Univsersity EMBA Adventure Leadership " course. The online platform is based on the "Marathon World" APP. The integration of the curriculum strengthens the factors of continuous participation of the students in the adventure education curriculum, so that the trainees can continue to adhere to the end and get the benefits of adventure education. The results of this study can provide an instructor to promote or conduct an adventure education course as a reference for future curriculum planning.

中文摘要 I
Abstract II
第一章 緒論 5
第一節 研究背景 5
第二節 研究動機與目的 9
第三節 研究流程 10
第二章 文獻探討 11
第一節 冒險活動之定義 11
第二節 參與冒險活動的心理因素 12
第三節 心理學家角度切入探討-運動承諾模式 17
第三章 研究方法 21
第一節 研究架構 21
第二節 研究資料 22
第三節 研究對象 22
第四節 資料收集方法 24
第五節 資料處理與分析 25
第六節 研究倫理 25
第四章 研究發現與分析 27
第一節 冒險教育之壯旅 27
第二節 與理論契合之處 29
第三節 研究分析與歸納 37
第四節 冒險教育課程平台之規劃 39
第五章 結論與建議 43
第一節 研究結論與管理意涵 43
第二節 研究限制 43
第三節 研究建議 43
參考文獻 50
中文文獻 50
英文文獻 50
附錄 52
附錄一：訪談大綱 52
附錄二：訪談紀錄 57
附錄三：玄奘之路戈壁挑戰賽敘事紀錄 58

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