Rená Koesler, Michigan State University

Abstract
This research identified factors in a wilderness course that contributed to the process of leadership development in wilderness education. The three objectives of the study were to a) assess short and long-term effects of self-efficacy on leadership development, b) evaluate gender differences in self-efficacy and the leadership development process, and c)propose and evaluate a path model that examined the relationships amongst feedback, goal attainment, mentoring, self-efficacy, and outdoor leadership development.

Oral histories were conducted with 19 students who completed a NOLS course within the last 5 years. Questionnaires were adminstered to 231 National Outdoor Leadership School (NOLS) participants from 1992 and 1993 summer wilderness courses in Wyoming. The questionnaires were administered immediately before (pretest) and after the course (posttest) completion. Anxiety was controlled for by measuring self-efficacy one month prior to testing. A oneyear followup questionnaire was mailed to NOLS graduates to assess the long-term effects that NOLS courses have on leadership development.

T-test results revealed that there were significantly higher self-efficacy scores at posttest than there were at pretest. Self-efficacy scores were significantly higher when controlling for anxiety. Scores also significantly decreased one year after the course, but not to the same level as the pre-course.

A path analysis revealed that feedback and mentoring most strongly contributed to students' self-efficacy. Mentoring was the most significant factor for enhancing female self-efficacy. Immediate feedback was the most significant factor for males. Regression analysis revealed a positive, but weak, relationship between self-efficacy and leadership development.

Path analysis also showed that the data did not fit the proposed path model of leadership development. The leadership development process was partially supported by self-efficacy and its correlates. Further investigation is needed to better explain the process of leadership development. Because the research revealed that females differ from males in leadership development, additional studies of gender differences are imperative. Particularly for females, anxiety reduction prior to wilderness course participation, could greatly enhance levels of self-efficacy.

Citation
Koesler, R. A. 1994. Factors influencing leadership development in wilderness education. PhD dissertation, Michigan State University.

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Leadership paper