Factors Influencing Outdoor Recreation Activities with University Courses
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Abstract
With the increasing integration of outdoor recreation activities into higher education, this study investigated their impact on university courses by focusing on the interplay among interest, circumstances, and teaching, particularly the mediating role of teaching in improving educational outcomes. Using data from 400 university teachers across 10 institutions in Guangxi Province, this research employed Structural Equation Modeling (SEM) to validate a causal model and analyze the mechanisms underlying these relationships.
The results revealed that interest, especially learning engagement (M=3.22, β=0.58), significantly enhanced educational effectiveness, serving as a key internal factor. Circumstances, particularly resource accessibility (M=3.23, β=0.63), emerge as critical external factors promoting participation and satisfaction. Teaching mediated these effects (β=0.75) by converting interest and circumstantial support into improved outcomes through flexible methods, enriched resource allocation, and effective feedback.
This study highlighted the importance of enriching activity design, optimizing resource allocation, and adopting innovative teaching strategies. These findings provided valuable insights for enhancing outdoor recreation programs in higher education and inform future policy development to support sustainable educational practices.
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