This two-study report investigates achievement goal theory in the social domain to gain greater understanding of how the social climate of outdoor courses relates to peer interactions. In Study 1, we used mixed methods to examine how adolescents experienced the social climate of weeklong outdoor courses and how those perceptions related to peer interactions. In Study 2, a larger sample from longer courses was used to assess perceptions of social climate and how those perceptions relate to peer interactions. Significant adaptive changes in peer interactions were predicted by cohesion and previous experience. Results also indicate the meaningfulness of the instructor role. These studies contribute to knowledge of how the social climate and social motivation interact on outdoor programs.
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