ABSTRACT The purposes of this study were to propose a model of cognitive learning outcomes in outdoor education and examine their relationships with two antecedents (quality of support resource and involvement) and one consequence (satisfaction). A total of 343 physical education student teachers in Singapore completed a questionnaire upon completion of a 5-day outdoor education camp. The questionnaire consisted of 25 items measuring cognitive learning outcomes, quality of support resource, involvement, and satisfaction with the camp. A confirmatory factor analysis confirmed the four-dimensional construct of cognitive learning outcomes with adequate global and internal structure fit. Structural equation modeling supported the proposed sequences indicating both quality of support resource and involvement as antecedents and satisfaction as a consequence of cognitive learning outcomes. This study provides insightful information on the design, implementation, and evaluation of outdoor education curricula to enhance student teacher’s satisfaction with the course during their pre-service training.

中文翻译：

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测试在户外教育中感知认知学习成果的拟议模型

摘要 本研究的目的是提出一个户外教育中认知学习成果的模型，并检查它们与两个前因（支持资源和参与的质量）和一个后果（满意度）的关系。新加坡共有 343 名体育学生教师在完成为期 5 天的户外教育营后完成了一份问卷。问卷包括 25 个项目，衡量认知学习成果、支持资源的质量、参与度和对营地的满意度。验证性因素分析证实了认知学习结果的四维结构具有足够的全局和内部结构拟合。结构方程模型支持提议的序列，表明支持资源和参与的质量作为前提，满意度作为认知学习结果的结果。本研究提供了有关户外教育课程的设计、实施和评估的深刻信息，以提高学生教师在职前培训期间对课程的满意度。