Rock climbing as experiential pedagogy in outdoor education
The positive psychology outcomes and students' well-being
Bibliographic Data
| ID | 21284083 |
|---|---|
| Authors | Jinsheng Zhu (0000-0003-0586-1291), Jinsheng Jason Zhu (City University of Macau), Qideng Mo (Guilin University of Technology, corresponding author) |
| Year | 2026 |
| Volume | 264 |
| Pages | 106414 |
| Publication date | 2026-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Acta Psychologica (JOURNAL) |
| Journal identifiers | ISSN: 0001-6918 • E-ISSN: 1873-6297 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.actpsy.2026.106414 |
| PMID | 41707360 |
| OpenAlex | W7129033635 |
| Language | EN |
| Citations received | 1 |
| References cited | 61 |
PURPOSE: This study investigates the pedagogical value of rock climbing in Chinese higher education through the dual lenses of constructivist learning theory and the PERMA+IT framework of positive psychology in outdoor higher education studies. METHODS: Drawing on interactive observation, in-depth interviews, and case-based analysis, the research examines how simulated and outdoor climbing experiences shape students' emotional, cognitive, and relational development. RESULTS: Findings demonstrate that climbing cultivates positive emotions, deep engagement, interpersonal and ecological relationships, meaning through self-efficacy, and accomplishment, while also advancing independence and trust as critical sub-dimensions. The results reveal that students not only develop physical competency but also experience heightened resilience, reflective thinking, and a stronger sense of community. CONCLUSIONS: These outcomes highlight rock climbing as a powerful medium for experiential learning that integrates physical challenge with psychological growth and human-nature connection. The study contributes to outdoor education research by evidencing how constructivist approaches and positive psychology principles converge to promote holistic student development and curricular innovation in higher education. CONTRIBUTIONS: Rock-climbing excursion in outdoor higher education merits greater pedagogical integration: it enriches student wellbeing, deepens learning, and empowers students to navigate uncertainty with confidence, an essential capability in contemporary education
Climbing · Excursion · Experiential education · Experiential learning · Outdoor education · Positive psychology · Adventure Sports and Sensation Seeking · Outdoor and Experiential Education · Recreation, Leisure, Wilderness Management
Qualitative Research
Positive Psychology
Lifestyle climbing
School-based outdoor education and teacher subjective well-being
Climbing as a lifestyle sport and serious leisure in China
“I love being in the outdoors”
The seeds of change
Social Cognitive Theory
Research on the benefits of nature to people
Outdoor adventure education as a platform for developing environmental leadership
Outdoor Learning at U.S. Higher Education Institutions
Absorption
How Does Being Solo in Nature Affect Well-Being? Evidence from Norway, Germany and New Zealand
Outdoor Playground Design Criteria Development for Early Childhood Development
Happiness, flow, and economic equality
Trainee teachers’ perceptions of outdoor education
Discourses on friluftsliv and environmental awareness in Norway, 1960–2000
On the move
The cultural politics of naming outdoor rock climbing routes
Examining family-based nature activities among Latinx students
Conceptualizing adventurous nature sport
Examining the risk-safety paradox in outdoor education from a Taoist perspective
Positive Psychology Progress
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |