The motivational dimension of self-regulated learning and life satisfaction in secondary school students: effects of an adventure education programme

This study examines the effect of an Adventure Education (AE) programme on secondary school students’ self-regulated learning (SRL) motivational dimensions and their relationship with life satisfaction (SWLS), mediated by in-school satisfaction (ISC) and boredom. The paper first presents theoretical foundations, then the study design, followed by results based on structural equation modelling (SEM), and conclusions. A quasi-experimental design with a non-equivalent control group was applied to 269 secondary school students (48.6% male; M = 13.51, SD = 1.25) from four Spanish schools. Instruments measured SRL motivational dimensions, ISC, and SWLS. SEM tested direct and mediated effects. AE improved self-efficacy and intrinsic value, which directly predicted SWLS (p = .012; p = .016) and indirectly via ISC (β = .07–.19, ps < .05). Anxiety predicted boredom (p = .016) and was negatively related to SWLS (p = .033). Model fit was excellent (CFI = .99; RMSEA = .02). AE fosters SRL and life satisfaction through enhanced school satisfaction, suggesting its value in secondary education curricula.