This article assesses the status of hierarchical leisure constraints theory (Crawford & Godbey, 1987; Crawford, Jackson, & Godbey, 1991) regarding many issues. Such issues include clarification and...

Assessing Hierarchical Leisure Constraints Theory after Two Decades

A conceptual model tested the leisure constraints negotiation process of outdoor recreation: motivation and the constraints to participate likely influenced by negotiation efforts. Higher motivation to participate encourages using negotiation strategies and resources to overcome constraints. Experiencing constraints was thought to trigger negotiation efforts. Drawing from social cognitive theory, negotiation-efficacy was proposed to encourage motivation, diminish the perception of constraints and promote negotiation efforts, which indirectly influenced positive participation. The model tested used data collected from a random sample of Arizona residents through hierarchical confirmatory factor analysis and structural equation modeling. Results support the conceptual model and suggest the constraints negotiation process is a dynamic interaction of influences promoting outdoor recreation participation.

https://www.tandfonline.com/doi/pdf/10.1080/01490400802165131

A structural model of leisure constraints negotiation in outdoor recreation.

https://opus.lib.uts.edu.au/bitstream/10453/13991/1/2009001596.pdf

Inherent complexity: Disability, accessible tourism and accommodation information preferences

Developing a measurement scale for constraints to cruising

The embodied tourist experiences of people with vision impairment: management implications beyond the visual gaze.

“Travel Tales”: an interpretive analysis of constraints and negotiations to pleasure travel as experienced by persons with physical disabilities

Introduction Perceived Constraints to Participation Leisure constraints are "factors that inhibit people's ability to participate in leisure activities, to spend more time doing so, to take advantage of leisure services or to achieve a desired level of satisfaction" (Jackson, 1988, p. 203), and the evolution of this line of research is well documented (Crawford, Jackson, & Godbey, 1991; Godbey, 1985; Goodale & Witt, 1989; Jackson, 1988; Jackson & Scott, 1999; McGuire, O'Leary, Yeh, & Dottavio, 1989; Samdahl & Jekubovich, 1997; Searle & Jackson, 1985). Efforts have been primarily directed at empirically identifying and analyzing constraints to leisure engagement and goal attainment. Specifically, researchers have identified barriers (Buchanan & Allen, 1985; Jackson & Searle, 1985), examined the effect of these barriers on leisure preferences and patterns over time (Jackson, 1990; Jackson & Witt, 1994) and across activity domains (McCarville & Smale, 1993), and analyzed the effect of these barriers on leisure choices and experiences of different populations (Alexandris & Carroll, 1997a, 1997b; Hawkins, Peng, Hsieh, & Eklund, 1999; Henderson, Stalnaker, & Taylor, 1988; Henderson, Bedini, Hecht, & Schuler, 1993; Hultsman, 1992;Jackson, 1993; Jackson & Henderson, 1995; McGuire, Dottavio, & O'Leary, 1986; Shaw, 1994; Sparrow, Shinkfield, & Karnilowicz, 1993). Theoretical models also have been constructed to aid in conceptualizing the perceived constraint construct and, as a method for linking cognition and behavior, explaining variations in participation and non-participation (Jackson & Dunn, 1991; Wright & Goodale, 1991). Many of these efforts have involved classifying individuals according to their participation in a particular activity, and then looking for significant differences between these groups based on perceptions of the applicability of a series of constraints (Goodale & Witt, 1989; Wright & Goodale, 1991). Alexandria and Carroll (1997a, 1997b), in a study of constraint dimensions and their relationship to recreational sport participation, found that non-participants were significantly more constrained than participants. Specifically, highly active individuals perceived different constraints to participation than moderately and lesser active individuals. It is not surprising that both participants and nonparticipants reported a wide range of constraints, as actual participation in any activity has the potential to expose individuals to constraints. Sparrow, Shinkfield, and Karnilowicz (1993) took the position that participation in any leisure or recreation activity is inevitably constrained by factors that serve to limit both the nature and frequency of participation. An implicit assumption in the early constraints literature was the inverse relationship between constraints and participation (i.e., perceived constraints led to either non-participation or a reduction in participation). One major problem with this approach is that the complete absence of constraints does not necessarily lead to participation; rather, constraints may mediate the degree to which individuals feel they can participate in leisure activities. For example, constraints are thought to influence leisure preferences in addition to intervening between preferences and actual participation. Tsai (2000) found that constraints indirectly hindered respondents' engagement in regular active recreation by imposing a moderate inhibiting influence on respondents' interests in participation. Several other studies have challenged the assumption that reported constraints and antecedents to participation always prevent or inhibit the frequency of participation. Kay and Jackson (1991) and Shaw, Bonen and McCabe (1991) noted that an individual's belief that an activity is significant might compensate for encountered constraints. Individuals may exert effort to overcome such constraints, and subsequently succeed in maintaining their desired level of participation. …

Assessing the Temporal Stability of Hunting Participation and the Structure and Intensity of Constraints: A Panel Study

The purpose of this study was to assess the interrelationship of elementary students’ perceived responsibility for learning, self-efficacy, and sources of self-efficacy in mathematics, and differentiation as a function of gender and grade level. Participants in this study included 442 third-, fourth-, and fifth-grade students from U.S. International Baccalaureate schools. Self-report measures were used to assess key study variables. Students in grade five reported higher levels of mathematics self-efficacy and perceived responsibility for learning than those in grade three. Grade four students also reported higher levels of perceived responsibility than grade three students. In addition, regression results revealed that mastery experience, vicarious experience, social persuasion, and physiological state accounted for a significant amount of variance in students’ mathematics self-efficacy, with social persuasion being the strongest predictor. Educational implications for practice within the context of International Baccalaureate schools are discussed.

Perceived responsibility for learning, self-efficacy, and sources of self-efficacy in mathematics: a study of international baccalaureate primary years programme students

Most natural resource management agencies will suffer a loss of the skills, knowledge, and institutional memory embodied in their most experienced employees as advanced-level managers retire. Knowledge of job deficiencies of employees scheduled to move into positions of pending retirees is essential for training and workforce succession management. This article provides guidance about workforce succession by analyzing perceived training competency/needs of National Park Service resource management professionals. A gap analysis was used to analyze perceived differences in preparation for and importance of specific competencies for advanced-level job classifications (GS-12 grades and above). Results indicated that Program Managers (n = 117) reported “large gaps” or deficiencies in training for 18 out of 34 competencies measured. There were also significant differences (p ≤ .05) between the perceived gaps of three age cohorts, with the cohort group most likely to succeed retirees the most deficient. Five tra...

Planning for Workforce Succession Among National Park Service Advanced-Level Natural Resource Program Managers: A Gap Analysis

The intent of this paper is to initiate discussion regarding the nature of the interest construct. Interest influences "what people attend to, think about, discuss and learn more about" (Frick, 1992) and has been used pervasively in many disciplines as a means of explaining concepts as varied as career choice, motivation, enjoyment, learning and academic achievement, participation, attention, flow and importance. The interest construct, however, has not been clearly defined in the literature nor has a theoretical model yet been proposed. This synthesis of the disparate and multidisciplinary efforts involving interest moves us towards conceptualization and proposition of a theoretical framework that positions an exvanded view of interest in the studv of leisure behavior. Introduction Interest influences "what people attend to, think about, discuss and learn more about" (Frick, 1992). Pervasively used in many disciplines as a means of explaining concepts as varied as career choice, motivation, enjoyment, learning and academic achievement, participation, attention, flow and importance, Kilby (1994) notes that in its obviousness, the concept of "interest" has been taken for granted. In the literature, the interest construct has been approached from two perspectives: individual and situational (Hidi & Baird, 1986; Kim, 1999; Renninger, Hidi & Krapp, 1992; Shirey & Reynolds, 1988). Individual interests, which are specific to the individual predisposition, are relatively stable, but develop slowly. These interests stem from conceptualization of knowledge, beliefs and values (Chen, 2001). Frick (1992) equated individual interests with "interestedness", a feeling of interest that occurs prior to learning the outcome of an event and usually associated with an individual's disposition. For example, if a recreationist is motivated to participate in adventurelhigh- risk activities (e.g., rock climbing, scuba diving) for the inherent potential for arousal and novelty, they will likely be "interested" in an activity such as hang gliding. In contrast, situational interest elicited by stimulus characteristics or the environment are generated immediately and shared among individuals. Situational interest has been theoretically articulated as a multidimensional construct that derives from person- activity interaction (Chen, Darst & Pangarzi, 1999). It occurs when an activity provides a sense of novelty and challenge, demands exploratory actions, high level of attention and generates feelings of instant enjoyment (Deci, 1992). Frick (1992) equated situational interest with "interestingness", a feeling of interest that occurs after the outcome of an event and is generated by certain stimuli. For example, having experienced the freedom and arousal from participating in hang gliding, the recreationist is now likely to find that activity "interesting" and will look for similar pursuits in the future. Both individual and situational interests comprise appetitive, affective and cognitive components. The appetitive component of interest initiates, sustains and directs psychological or physical activities as well as internal impulses, drives or desires (Wolman, 1973). Appetitive interest is on either the conscious or subconscious level arousing attention, attracting curiosity, inviting exploration, investigating and manipulating stimuli (Reeve, 1989). The affective or feeling component of interest selects and influences perceptions about what we are exposed to (Izard, 1977). Feelings are a way to become acquainted with things, the starting point of cognition (James, 1890). Cognitive interest occurs as one evaluates the personal gains or benefits from the autivity, wonders about being accepted or needed, thinks about what or who is enjoyable, and desires to learn more (Izzqd, 1977). Multidisciplinary Perspectives on Interest In order to fully investigate the potential for or role of interest in the study of leisure behavior, it is first necessary to examine references to the interest construct in various disciplines. In the field of education, interest expedites person-environment interactions by uniting subject, object and behavior into a vital relationship that satisfies needs, fulfills values, fosters self-development, enhances adaptations and substantiates identity (Savickas & Spokane, 1999). High interest has been associated with academic achievement. In the study of children, recall increases with effort and interest, and that interest influences effort (O'Sullivan, 1997). Feelings regarding previous behaviors and perceptions about skills interact to decrease or enhance interest, therefore influencing participation (Sansone, 1989). The experience of interest while participating in an activity can subsequently be an important proximal motivator even for activities that are mundane and performed for extrinsic reasons (Sansone, Wiebe & Morgan, 1999). In the social psychology literature, interest is viewed as a precursor to motives and actions, and is determined by unexpectedness and personal relatedness (Schank, 1979). It is a monotonic function of collative variables such as novelty, complexity, surprise and ambiguity (Berlyne, 1974). Interest contributes to intrinsic motivation by arousing the initiation and direction of attention and exploratory behavior (Reeve, 1989). In tandem with ability level and personality dispositions, it determines the probability of success in a particular task domain. In the flow state, the person is completely motivated by his or her personal interest and becomes inseparable from the activity (Csikszentmihalyi, 1990). If a situation is highly familiar

https://www.nrs.fs.fed.us/pubs/gtr/gtr_ne302/gtr_ne302_109.pdf

Ellen B. Drogin Rodgers

Papers

“Travel Tales”: an interpretive analysis of constraints and negotiations to pleasure travel as experienced by persons with physical disabilities

Assessing the Temporal Stability of Hunting Participation and the Structure and Intensity of Constraints: A Panel Study

Perceived responsibility for learning, self-efficacy, and sources of self-efficacy in mathematics: a study of international baccalaureate primary years programme students

Planning for Workforce Succession Among National Park Service Advanced-Level Natural Resource Program Managers: A Gap Analysis

The nature of the interest construct and its utility in the study of leisure behavior