The outward bound bridging course for low-achieving high school males: Effect on academic achievement and multidimensional self-concepts

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Abstract
The Outward Bound Bridging Course is a six‐week residential program designed to improve academic achievement and self‐concepts in low‐achieving high school males. In the period 1980–1984 five courses were conducted for 66 high school males chosen on the basis of poor academic performance, an apparent potential to perform better and strong parental support. The findings provide support for (a) the effectiveness of the Outward Bound Bridging Course coupled with parental involvement as an academic intervention for low‐achieving high school males on both academic achievement and academic self‐concept; and (b) the validity of multidimensional self‐concept responses to the Self Description Questionnaire in relation to academic performance and in relation to the impact of an effective academic intervention. The short multiple time‐series design, the specificity of the effects to academic outcomes and the generality of the effects across academic self‐concept and achievement make implausible many possible internal and external threats to the validity of the interpretations.

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