臺灣開始施行山林海洋開放政策，以及十二年國民基本教育課程將戶外教育融入戶外教育，呼應「讓學習走入真實世界，戶外教育扎根課綱」，豐富孩子的戶外教育學習內涵，讓學生不僅從課室內擷取知識，更懂得親近土地、走入文化社會，增進國際視野，戶外教育需要於自然環境中進行，透過人與自然、人與人之間互動及相互影響及發展。本研究目的：以戶外教育中「戶外領導風格」、「環境態度」、「環境行為」和「風險認知」四個變項探討其關係，並作為驗證大學生參與戶外領導風格之模式。方法：在大學生戶外教育相關課程中蒐集有效樣本375份，透過驗證式因素分析進行研究工具信效度，而再進行結構方程模式 (SEM) 分析與大學生「戶外領導風格」、「環境態度」、「環境行為」和「風險認知」相關係與整體模式適配性。研究結果：戶外領導風格正向顯著影響環境態度與風險認知；戶外領導風格正向顯著影響環境行為與風險認知；戶外領導風格負向未達顯著影響風險認知；戶外領導風格與風險認知有間接關係；整體模式適配度達標準。結論：在戶外領導風格方面，參與型領導風格在領導風格中受到參與者喜愛，指揮型領導風格具有強烈性因此得分最低，針對不一樣的環境態度及環境行為，可透過對應及較合適的戶外領導風格，達到領導效能與目標。

Taiwan has started implementing open policies for mountains, forests, and oceans, while also integrating outdoor education into the twelve-year national basic education curriculum. This aligns with the concept of integrating learning into the real world through outdoor education that is integrated into the curriculum, enhancing the educational content of children's outdoor experiences. This allows students not only to acquire knowledge from the classroom but also to get closer to the land, engage with cultural society, and enhance their international perspective. Outdoor education should occur in natural environments, fostering interactions and mutual influences and developments between people and nature, and between people. The purpose of this study is to explore the relationship between the four variables of "outdoor leadership style," "environmental attitude," "environmental behavior," and "risk perception" in outdoor education, and to verify the model of university students participating in outdoor leadership styles. Method: 375 valid samples were collected from university students enrolled in outdoor education-related courses. The reliability and validity of the research tool were confirmed through confirmatory factor analysis. Structural equation modeling (SEM) analysis was conducted to examine the relationships between university students' outdoor leadership style, environmental attitude, environmental behavior, risk perception, and the overall model fit. Results: The outdoor leadership style significantly and positively influences environmental attitudes and risk perception. Additionally, the outdoor leadership style significantly and positively influences environmental behaviors and risk perception. However, the outdoor leadership style has a negative but insignificant influence on risk perception. There is an indirect relationship between outdoor leadership style and risk perception. The overall model fit meets the standard. Conclusion: In terms of outdoor leadership styles, the participative leadership style is favored by participants, while the directive leadership style is perceived as more forceful and therefore scored the lowest. By adapting and employing suitable outdoor leadership styles that align with various environmental attitudes and behaviors, leadership effectiveness and goals can be achieved.

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