\"Colleges and universities across the United States continue to struggle with student retention (Wolfe & Kay, 2011; Tinto, 1993; Astin, 1993). The use of extracurricular activities in higher education has been one route in addressing this issue (Tinto, 1993; Lang, 2001-2002; Hall, 2006). Many colleges continue to incorporate outdoor adventure programs as an option for campus recreation (Bentley, 2005; Festeu, 2002). Outdoor recreation has become a component of American society and its popularity continues to increase. Outdoor adventure programs offered by colleges and universities across the United States represent another area of recent growth (Attarian, 2001). While a number of works have addressed leisure motivation in outdoor settings (Anderson, Anderson, & Young, 2000; Driver, 1977; 2008; Driver, Tarrant, & Manfredo, 1991; Ewert, 1985; 1993; Ewert, & Hollenhorst, 1989; Manfredo, Driver, & Tarrant, 1996; Manning, 2011; Sugerman, 2001), a gap exists with respect to students in college based adventure programs. The purpose of this study was to investigate the perceived climbing motivations of students enrolled in instructor based climbing classes, at a university climbing wall. This study only found a significant difference in one of its three hypotheses. No significant difference was found between gender or participation level, but there was a significant difference for the participants between experience level. This study also briefly addressed the relation between the climbing wall program and student retention. By understanding the elements involved in participating in college climbing classes, this research provides empirical evidence for management decision making. These decisions could include changes and improvements in courses offered and even marketing strategies for the climbing wall. Motives were measured with the implementation of a survey questionnaire. In addition to recording personal information, the questionnaire contained the Recreation Experience Preference (REP) scales developed by Driver (1983). The REP scales have been used in a number of outdoor recreation areas, as well as in college outdoor adventure programs (Bentley, 2005). For this study, the survey was administered to students enrolled in instructor based climbing classes at Eastern Washington University's climbing wall. Descriptive and inferential statistics were used to analyze the data and determine statistical significance. Descriptive statistics were used to investigate participant differences in motives. Two types of inferential statistics were run. First, multiple MANOVAs were used to investigate if there are any significant differences across experience level, participation level, and gender. Second, two stepwise multiple regressions were run to determine if any of the REP scales could predict experience level or participation level\"--Document.
","abstract_html":"<p>"Colleges and universities across the United States continue to struggle with student retention (Wolfe & Kay, 2011; Tinto, 1993; Astin, 1993). The use of extracurricular activities in higher education has been one route in addressing this issue (Tinto, 1993; Lang, 2001-2002; Hall, 2006). Many colleges continue to incorporate outdoor adventure programs as an option for campus recreation (Bentley, 2005; Festeu, 2002). Outdoor recreation has become a component of American society and its popularity continues to increase. Outdoor adventure programs offered by colleges and universities across the United States represent another area of recent growth (Attarian, 2001). While a number of works have addressed leisure motivation in outdoor settings (Anderson, Anderson, & Young, 2000; Driver, 1977; 2008; Driver, Tarrant, & Manfredo, 1991; Ewert, 1985; 1993; Ewert, & Hollenhorst, 1989; Manfredo, Driver, & Tarrant, 1996; Manning, 2011; Sugerman, 2001), a gap exists with respect to students in college based adventure programs. The purpose of this study was to investigate the perceived climbing motivations of students enrolled in instructor based climbing classes, at a university climbing wall. This study only found a significant difference in one of its three hypotheses. No significant difference was found between gender or participation level, but there was a significant difference for the participants between experience level. This study also briefly addressed the relation between the climbing wall program and student retention. By understanding the elements involved in participating in college climbing classes, this research provides empirical evidence for management decision making. These decisions could include changes and improvements in courses offered and even marketing strategies for the climbing wall. Motives were measured with the implementation of a survey questionnaire. In addition to recording personal information, the questionnaire contained the Recreation Experience Preference (REP) scales developed by Driver (1983). The REP scales have been used in a number of outdoor recreation areas, as well as in college outdoor adventure programs (Bentley, 2005). For this study, the survey was administered to students enrolled in instructor based climbing classes at Eastern Washington University's climbing wall. Descriptive and inferential statistics were used to analyze the data and determine statistical significance. Descriptive statistics were used to investigate participant differences in motives. Two types of inferential statistics were run. First, multiple MANOVAs were used to investigate if there are any significant differences across experience level, participation level, and gender. Second, two stepwise multiple regressions were run to determine if any of the REP scales could predict experience level or participation level"--Document.</p>","abstract_has_math":false,"creators":["Plank, Lance A."],"institution":null,"degree_name":"Master of Science (MS) in Physical Education: Sports and Recreation Administration","degree_level":"Thesis: EWU Only","degree_discipline":"Physical Education, Health and Recreation","degree_department":null,"school":null,"contributors":["Matthew Chase","Emily Messina","Justin Otto"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-01-01T08:00:00Z","date_published":"2013-01-01T08:00:00Z","updated_at":"2026-07-24T02:12:26Z","subjects":["Achievement motivation--Washington (State)--Cheney","College students--Washington (State)--Cheney--Attitudes","Outdoor recreation--Washington (State)--Cheney","Climbing gyms--Washington (State)--Cheney","Exercise Science"],"languages":[],"rights":["Access perpetually restricted to EWU users with an active EWU NetID"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.ewu.edu/theses/151","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Matthew Chase","Emily Messina","Justin Otto"]},{"key":"dc:creator","label":"Author","values":["Plank, Lance A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Physical Education, Health and Recreation"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis: EWU Only"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science (MS) in Physical Education: Sports and Recreation Administration"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Achievement motivation--Washington (State)--Cheney","College students--Washington (State)--Cheney--Attitudes","Outdoor recreation--Washington (State)--Cheney","Climbing gyms--Washington (State)--Cheney","Exercise Science"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Access perpetually restricted to EWU users with an active EWU NetID"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.ewu.edu/theses/151"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["\"Colleges and universities across the United States continue to struggle with student retention (Wolfe & Kay, 2011; Tinto, 1993; Astin, 1993). The use of extracurricular activities in higher education has been one route in addressing this issue (Tinto, 1993; Lang, 2001-2002; Hall, 2006). Many colleges continue to incorporate outdoor adventure programs as an option for campus recreation (Bentley, 2005; Festeu, 2002). Outdoor recreation has become a component of American society and its popularity continues to increase. Outdoor adventure programs offered by colleges and universities across the United States represent another area of recent growth (Attarian, 2001). While a number of works have addressed leisure motivation in outdoor settings (Anderson, Anderson, & Young, 2000; Driver, 1977; 2008; Driver, Tarrant, & Manfredo, 1991; Ewert, 1985; 1993; Ewert, & Hollenhorst, 1989; Manfredo, Driver, & Tarrant, 1996; Manning, 2011; Sugerman, 2001), a gap exists with respect to students in college based adventure programs. The purpose of this study was to investigate the perceived climbing motivations of students enrolled in instructor based climbing classes, at a university climbing wall. This study only found a significant difference in one of its three hypotheses. No significant difference was found between gender or participation level, but there was a significant difference for the participants between experience level. This study also briefly addressed the relation between the climbing wall program and student retention. By understanding the elements involved in participating in college climbing classes, this research provides empirical evidence for management decision making. These decisions could include changes and improvements in courses offered and even marketing strategies for the climbing wall. Motives were measured with the implementation of a survey questionnaire. In addition to recording personal information, the questionnaire contained the Recreation Experience Preference (REP) scales developed by Driver (1983). The REP scales have been used in a number of outdoor recreation areas, as well as in college outdoor adventure programs (Bentley, 2005). For this study, the survey was administered to students enrolled in instructor based climbing classes at Eastern Washington University's climbing wall. Descriptive and inferential statistics were used to analyze the data and determine statistical significance. Descriptive statistics were used to investigate participant differences in motives. Two types of inferential statistics were run. First, multiple MANOVAs were used to investigate if there are any significant differences across experience level, participation level, and gender. Second, two stepwise multiple regressions were run to determine if any of the REP scales could predict experience level or participation level\"--Document.
"]},{"key":"dc:title","label":"Title","values":["Extracurricular adventure programming in higher education: student motivations at a university climbing wall"]}]}],"canonical_facts":{"dc:contributor":["Matthew Chase","Emily Messina","Justin Otto"],"dc:creator":["Plank, Lance A."],"dc:description.abstract":["\"Colleges and universities across the United States continue to struggle with student retention (Wolfe & Kay, 2011; Tinto, 1993; Astin, 1993). The use of extracurricular activities in higher education has been one route in addressing this issue (Tinto, 1993; Lang, 2001-2002; Hall, 2006). Many colleges continue to incorporate outdoor adventure programs as an option for campus recreation (Bentley, 2005; Festeu, 2002). Outdoor recreation has become a component of American society and its popularity continues to increase. Outdoor adventure programs offered by colleges and universities across the United States represent another area of recent growth (Attarian, 2001). While a number of works have addressed leisure motivation in outdoor settings (Anderson, Anderson, & Young, 2000; Driver, 1977; 2008; Driver, Tarrant, & Manfredo, 1991; Ewert, 1985; 1993; Ewert, & Hollenhorst, 1989; Manfredo, Driver, & Tarrant, 1996; Manning, 2011; Sugerman, 2001), a gap exists with respect to students in college based adventure programs. The purpose of this study was to investigate the perceived climbing motivations of students enrolled in instructor based climbing classes, at a university climbing wall. This study only found a significant difference in one of its three hypotheses. No significant difference was found between gender or participation level, but there was a significant difference for the participants between experience level. This study also briefly addressed the relation between the climbing wall program and student retention. By understanding the elements involved in participating in college climbing classes, this research provides empirical evidence for management decision making. These decisions could include changes and improvements in courses offered and even marketing strategies for the climbing wall. Motives were measured with the implementation of a survey questionnaire. In addition to recording personal information, the questionnaire contained the Recreation Experience Preference (REP) scales developed by Driver (1983). The REP scales have been used in a number of outdoor recreation areas, as well as in college outdoor adventure programs (Bentley, 2005). For this study, the survey was administered to students enrolled in instructor based climbing classes at Eastern Washington University's climbing wall. Descriptive and inferential statistics were used to analyze the data and determine statistical significance. Descriptive statistics were used to investigate participant differences in motives. Two types of inferential statistics were run. First, multiple MANOVAs were used to investigate if there are any significant differences across experience level, participation level, and gender. Second, two stepwise multiple regressions were run to determine if any of the REP scales could predict experience level or participation level\"--Document.
"],"dc:identifier":["https://dc.ewu.edu/theses/151"],"dc:rights":["Access perpetually restricted to EWU users with an active EWU NetID"],"dc:subject":["Achievement motivation--Washington (State)--Cheney","College students--Washington (State)--Cheney--Attitudes","Outdoor recreation--Washington (State)--Cheney","Climbing gyms--Washington (State)--Cheney","Exercise Science"],"dc:title":["Extracurricular adventure programming in higher education: student motivations at a university climbing wall"],"thesis:degree_discipline":["Physical Education, Health and Recreation"],"thesis:degree_level":["Thesis: EWU Only"],"thesis:degree_name":["Master of Science (MS) in Physical Education: Sports and Recreation Administration"]},"updated_at":"2026-07-24T02:12:26Z"}