e-journal

Unifying Psychology and Experiential Education: Toward an Integrated Understanding of Why It Works

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This article examines the significance of psychology to experiential education (EE) and critiques EE models that have developed in isolation from larger psychological theories and developments. Following a review of literature and current issues, select areas of psychology are explored with reference to experiential learning
processes. The state of knowledge and emerging paradigms in positive psychology, self-determination theory, flow theory, and neuropsychology are explored in an effort to better understand the mechanisms underpinning experiential learning and program development. Implications for practitioners and future research directions are discussed in relation to these emerging bodies of knowledge.

Keywords positive psychology, self-determination theory, flow, neuropsychology, outdoor education settings

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Ketersediaan

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Informasi Detail

Judul Seri

Journal of Experiential Education

No. Panggil

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Penerbit

U.S.A : SAGE., 2014

Deskripsi Fisik

Journal of Experiential Education 2014

Bahasa

English

ISBN/ISSN

DOI: 10.1177/1053825

Klasifikasi

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Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

Vol. 37(1) 75– 88

Subjek

PSIKOLOGI

Info Detail Spesifik

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Pernyataan Tanggungjawab

Mutia/Agus

Versi lain/terkait

Lampiran Berkas

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