While the significance of family travel in facilitating children's informal learning is widely recognized, current research overlooks how children learn during such journeys. This study adopts social cognitive theory (SCT) as its theoretical framework and conducts a narrative synthesis of the fragmented environmental, behavioural, and personal factors influencing children's learning processes in family travel. The synthesis results in an SCT-informed integrative framework for understanding children's learning processes in the context of family travel, identifying existing knowledge gaps, and outlining future research directions. Furthermore, this integrative framework advances SCT by examining long-term, multi-contextual learning experiences in the informal learning setting. The findings of this study provide valuable insights and practical advice for parents and tourism professionals seeking to optimize the educational benefits of family travel for children.

中文翻译：

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家庭旅行中儿童的学习过程：通过社会认知视角进行叙述性回顾


虽然家庭旅行在促进儿童非正式学习方面的重要性已得到广泛认可，但目前的研究忽视了儿童在此类旅程中如何学习。本研究采用社会认知理论 （SCT） 作为其理论框架，对影响儿童在家庭旅行中学习过程的碎片化环境、行为和个人因素进行了叙述综合。该综合产生了一个 SCT 信息的综合框架，用于理解儿童在家庭旅行背景下的学习过程，确定现有的知识差距，并概述未来的研究方向。此外，这个综合框架通过在非正式学习环境中检查长期的、多情境的学习经验来推进 SCT。这项研究的结果为寻求优化儿童家庭旅行教育益处的父母和旅游专业人士提供了宝贵的见解和实用建议。