The Effects of Contact With Nature During Outdoor Environmental Education on Students' Wellbeing, Connectedness to Nature and Pro-sociality.
The Effects of Contact With Nature During Outdoor Environmental Education on Students' Wellbeing, Connectedness to Nature and Pro-sociality.
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在户外环境教育期间与自然的接触对学生的福祉，与自然的联系和亲社会性的联系。
DOI：
10.3389/fpsyg.2021.648458
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发表时间：
2021
影响因子：
3.8
通讯作者：
Carrus G
中科院分区：
文献类型：
--
作者：
Pirchio S;Passiatore Y;Panno A;Cipparone M;Carrus G
学校教育中与自然接触的经历可能有利于促进生态生活方式以及儿童、家庭和教师的福祉。许多关于恢复性环境的理论和经验证据，以及基于经典教学方法的基础，都认识到自然元素的直接体验的价值，以及相关的心理和教育成果（例如，积极情绪、自主性、自我效能、同理心）。在这项工作中，我们提出了两项研究，重点关注意大利中小学生户外教育干预中与自然的接触。干预组的参与者和对照组的学生在教育计划之前和之后完成了一份问卷，测量与自然的联系、心理身体健康、环保态度、学生的生活满意度、亲社会行为、同理心和焦虑。 The students in the intervention groups (154 in study 1 and 170 in study 2) participated in environmental education programs consisting in guided activities in contact with the nature during four visits in one of two natural protected areas.对照组的学生（研究 1 中的 253 名学生和研究 2 中的 168 名学生）与干预组在同一所学校就读，但他们没有参与环境教育计划。两组学生在一年中的同一周内完成了调查问卷。研究结果表明，与对照组相比，参加户外教育项目对干预组学生的身心健康、与自然的联系和亲社会行为都有积极的影响。讨论了与户外教育干预有效性相关的影响以及环境心理学和教育研究和实践的未来方向。
Experiences of contact with nature in school education might be beneficial for promoting ecological lifestyles and the wellbeing of children, families, and teachers. Many theories and empirical evidence on restorative environments, as well as on the foundations of classical pedagogical approaches, recognize the value of the direct experience with natural elements, and the related psychological and educational outcomes (e.g., positive emotions, autonomy, self-efficacy, empathy). In this work we present two studies focusing on the contact with nature in outdoor education interventions with primary and secondary school students in Italy. A questionnaire measuring connectedness to nature, psycho-physical wellbeing, pro-environmental attitudes, students’ life satisfaction, pro-social behavior, empathy and anxiety was completed before and after the education program by the participants to the intervention group and by students of a control group. The students in the intervention groups (154 in study 1 and 170 in study 2) participated in environmental education programs consisting in guided activities in contact with the nature during four visits in one of two natural protected areas. The students in the control groups (253 in study 1 and 168 in study 2) attended the same schools as the intervention group but they were not involved in the environmental education program. The students in both the groups completed the questionnaire in the same weeks of the year. Findings show that taking part to the outdoor education program has positive outcomes on psycho-physical wellbeing, on connectedness to nature and on pro-social behavior of students in the intervention group, compared to the control group. The implications related to the effectiveness of outdoor education interventions and future directions of research and practice in environmental psychology and education are discussed.
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影响因子：
3.8
作者：
Carrus G;Scopelliti M;Panno A;Lafortezza R;Colangelo G;Pirchio S;Ferrini F;Salbitano F;Agrimi M;Portoghesi L;Semenzato P;Sanesi G
通讯作者：
Sanesi G
影响因子：
6.9
作者：
Collado, Silvia;Staats, Henk;Corraliza, Jose A.
通讯作者：
Corraliza, Jose A.
影响因子：
2.5
作者：
Di Giunta, Laura;Eisenberg, Nancy;Caprara, Gian Vittorio
通讯作者：
Caprara, Gian Vittorio
影响因子：
3
作者：
Barrable, Alexia
通讯作者：
Barrable, Alexia
影响因子：
3.2
作者：
Dyg, Pernille Malberg;Wistoft, Karen
通讯作者：
Wistoft, Karen