Outdoor activities provide physical, mental, and social benefits for students. Those who participate regularly report feeling healthier, happier, and more connected to others. However, participation levels vary significantly among students, with some actively engaged while others face constraints that limit their involvement. This study explores the key social and psychological factors that influence students’ participation in outdoor activities, identifying both barriers and motivators. This study supported quantitative research design, utilizing a questionnaire consisting of five reliable and valid psychologically tested scales, administered to high school students to ensure unbiased responses. The questionnaire assessed students' participation levels, perceived constraints, social support, involvement levels and attitudes toward outdoor activities. Statistical analyses, including t-tests and ANOVAs, were conducted to examine variations in participation and demographics based on social, psychological factors. The findings indicate that social support plays a crucial role in students’ engagement with outdoor activities. Encouragement from friends and family increases participation, while a lack of social support discourages involvement. Additionally, students who perceive outdoor activities as enjoyable and valuable are more likely to participate, whereas those who consider them uninteresting or exhausting tend to avoid them. A major constraint to participation is the lack of free time, moreover, students who do not have friends interested in outdoor activities are less likely to engage in them. Psychological factors also influence participation—students who feel in control of their ability to participate demonstrate higher self-confidence and stronger social integration. Conversely, those who attribute their participation to external factors (such as peer presence or favorable conditions) are less likely to engage consistently. These findings highlight the importance of fostering supportive environments to increase student participation in outdoor activities. Schools should play a vital role by developing programs that promote social connections, reduce perceived constraints, and emphasize the benefits of outdoor engagement. Organizing group-based activities and providing structured opportunities for participation may encourage more students to explore outdoor experiences. Future research should investigate the long-term impact of social influences on students’ participation in outdoor activities and assess whether targeted interventions could create lasting behavioral changes. Understanding these relationships could lead to more effective strategies for fostering lifelong engagement with outdoor recreation and physical activity.

Keywords: Outdoor activities, Social influences, Psychological factors, Student participation, Outdoor recreation.