Childhood Origins of Young Adult Environmental Behavior

Ecological experiential learning and tourists' pro-environmental behavior intentions: The mediating roles of awe and nature connection

Due to the important role of tourists' behavior plays in marine protected areas (MPAs) and the increasing popularity of ecological experiential learning (EEL) journeys, this study aims to investigate whether and how EEL impact tourists' pro-environmental behavior (PEB) intentions through both emotional and cognitive pathways. To achieve this, four nature education trips with EEL content were organized, and PEB intentions of 228 tourists to MPAs were analyzed using surveys. The findings revealed that the low-effort PEB intentions of individuals under 24 years old were significantly lower compared to those of older tourists. Furthermore, EEL was positively associated with both low and high effort PEB intentions. The sense of awe acted as a mediator between EEL and low-effort PEB intentions, whereas nature connection was found to mediate the relationship between EEL and both low and high-effort PEB intentions. This study contributes to the growing body of research on the drivers of tourists PEB and provides a theoretical framework for promoting PEB intentions in MPAs.''''.

Measuring adolescents' level of interest in nature: a promising psychological factor facilitating nature protection

Studies indicate that young people are more prepared to engage in pro-environmental behavior if they are interested in nature and recognize it as worthy of protection. However, a reliable instrument to measure adolescents' interest in nature is still lacking. Therefore, we developed a new metric, the Scale of Interest in Nature (SIN). It consists of 18 items, is based on Item-Response-Theory and was validated using the known group approach (N = 351 adolescents). Results indicate that adolescents' interest in nature correlates positively with their connection with nature, their intention to preserve nature and engagement in pro-environmental activities in their free time. Bivariate Pearson correlations between the SIN and the Connectedness to Nature Scale (INS), as well as the Environmental Values model (2-MEV) demonstrated the scale's construct validity. Hence, the SIN scale provides an economical way to measure adolescents' interest in nature in research contexts or environmental and sustainability education settings.

Direct, indirect, and vicarious nature experiences collectively predict preadolescents' self-reported nature connectedness and conservation behaviors

Background

The quantity and context of children's nature experiences are undergoing significant changes, exacerbating a pervasive negative cycle that could impact future conservation efforts. Therefore, it is essential to conduct further studies on the potential impacts of these changes on children's willingness to engage in conservation practices.

Methods

We surveyed 2,175 preadolescents (aged 9-12) from rural and city schools in Hangzhou, Kunming, and Xishuangbanna, China, regarding their nature experiences (direct, indirect, and vicarious) and self-reported nature connectedness and conservation behaviors.

Results

We found that children in urban areas have higher frequencies of indirect and vicarious experiences than those in rural areas, with some direct nature experiences seldom reported among city respondents. Direct, indirect, and vicarious nature experiences significantly predicted children's conservation behavior and collectively provided the highest predictive power for conservation behavior. Direct and vicarious experiences were strongly correlated with pro-nature behavior, and the latter with pro-environmental behavior. Emotional and cognitive connection with nature positively predicted conservation behavior, influenced by location and residence type.

Discussion

This study reveals that different types of nature experiences shape children's current conservation behaviors in China.

The effects of nature-based interventions on individuals' environmental behaviors: protocol for a systematic review of controlled trials

Background

The paper presents the rationale and methods of the planned systematic review to understand the effects of nature-based interventions on individuals' environmental behaviors. There is ample evidence that experiences in nature not only enhance human well-being but also help promote people's pro-environmentalism. Nevertheless, synthesized evidence regarding the effects of nature-based interventions on individuals' environmental behaviors is lacking.

Methods

This protocol follows the Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) guidelines. The planned literature search will be conducted by using APA PsycInfo, APA PsyArticles, PubMed, ERIC, Education Source, GreenFILE, OpenDissertations, Scopus, and WEB of Science. In the protocol, we present search strategies for each specific database. Data items that we will seek to obtain from the selected publications are described in detail and cover general information about included studies, information about studies' methodology and participants, outcomes of the studies, and nature-based and comparative interventions. The outcomes will be behavioral, including aggregated and specific types of environmental behaviors, as well as reported and observed behaviors. Furthermore, the protocol provides a description of the prospective assessment of the risk of bias in both randomized and non-randomized studies. If studies appear sufficiently homogeneous, we will conduct a meta-analysis using the inverse-variance method. Details of the data synthesis are likewise provided in the paper.

Results

Dissemination of the results of the planned review will be carried out via a peer-reviewed open-access journal publication.

Implications

Given the great need to address current environmental issues, understanding what encourages people to act pro-environmentally is critical. It is expected that the findings of the planned review will provide valuable insights for researchers, educators, and policymakers who are involved in understanding and promoting human environmental behaviors.

Designing learning environments for promoting young people's constructive coping with climate change

This chapter first summarizes how the consequences of global climate change (GCC) can harm young people's well-being through physical health impacts and awareness of GCC. We then outline how youth may cope with GCC by denying the problem, distancing themselves from it, or taking individual actions. However, the coping strategy shown to have the best mental well-being outcomes relates to collective actions and agency. Next, an examination of school-based GCC interventions reveals that engaging, participatory approaches may be more effective in promoting positive outcomes for youth and climate action. Our main contribution is a discussion of how the evidence-based design of learning environments presents an undeveloped but potentially effective way to enhance interventions for the development of constructive GCC coping strategies among youth. Utilizing environmental affordances and design as scaffolding can guide the design of learning environments that give youth opportunities for active cognitive, emotional, and physical engagement with climate change education. Natural environments may be particularly effective in supporting active engagement and pathways to constructive coping. More research is needed to understand what design features underly these pathways to improved well-being and GCC coping strategies that may have positive implications for youth climate action.

Protocol for the Open Sky School: a two-arm clustered randomized controlled trial to test the effectiveness of a nature-based intervention on mental health of elementary school children

BACKGROUND

This article outlines the protocol for a trial to test the effectiveness of a nature-based intervention called Open Sky School to reduce mental health problems among elementary school children. Experimental studies show that contact with nature (e.g. walks in parks) improve mental health. A growing number of teachers have been applying outdoor education within the regular school curriculum and evidence suggests that such teaching methods could improve students' mental health but a randomized controlled trial has never been conducted.

METHODS

A two-arm clustered randomized controlled trial will be conducted in elementary schools across Québec, Canada. Following informed consent by teachers, parents and students, schools will be randomly assigned 1:1 to the intervention or the control group with a total of 2500 5-6^th grade students and 100 teachers expected to participate. The intervention will take place outdoors in a green-space (2 h per week for 12 weeks) and include a toolkit of 30 activities to foster well-being (e.g. mindfulness) and academic competencies (e.g. mathematics). Questionnaires will be administered to teachers and students before, immediately after and 3 months after the intervention. The primary outcome will be reductions of mental health problems in children from pre-to-post test (Social Behavior Questionnaire: self and teacher reports). Secondary outcomes include depression, positive and negative affect, nature connectedness, and pro-environmental behaviors among children. We will explore, immediate benefits on teacher's well-being and positive and negative affect and sustained benefits among students at 3 months follow-up. For the primary outcome, we will explore moderators including child's sex, child's disability status, the green-space of neighbourhoods, the school's socio-economic position and teacher's experience.

DISCUSSION

In conducting the first randomized controlled trial of the Open Sky School, our results could provide empirical evidence on the effectiveness of nature-based interventions in reducing mental health problems among elementary school children.

TRIAL REGISTRATION

This study was registered with clinicaltrials.gov: NCT05662436 on December 22, 2022.

Childhood trauma and other formative life experiences predict environmental engagement

Environmental problems continue to intensify. Yet, despite scientific consensus on threats such as climate change, broadscale public engagement with the issue is elusive. In this paper, we focus on childhood formative experiences and the extent to which they are correlated with environmental engagement. We consider two forms of environmental engagement: civic engagement, measured in hours per month devoted to an environmental protection cause, and private-sphere green behavior. Past studies about significant life experiences have shown that formative experiences, especially in childhood, correlate with environmentally sensitive attitudes and vocations in later life. However, we know less about the formative life events experienced by contemporary environmentally engaged persons. Looking at a nationally representative sample of American adults (n = 449), we find that childhood trauma predicts both civic engagement and green behavior. We also find that childhood experiences in nature and childhood travel experiences predict green behavior but not civic engagement.

Playing in 'The Backyard': Environmental Features and Conditions of a Natural Playspace Which Support Diverse Outdoor Play Activities among Younger Children

Outdoor play in nature-rich spaces has been associated with healthy development among young children. The diverse play opportunities afforded to children by natural playspaces can scaffold health benefits, appreciation of nature, and pro-environmental behaviors into adulthood. Environmental features and conditions of outdoor playspaces significantly influence the diversity and quality of play opportunities. Understanding how the physical environment can support high-quality play experiences can inform the design of stimulating, health-promoting playscapes for children. An observational behavior mapping framework was utilized to examine the environmental features of The Backyard, a large natural playscape, associated with play activities among young children. The Tool for Observing Play Outdoors was used to capture outdoor play types OPT), along with associated behavioral and environmental data, during seven days of field observation. While the playspace supported most OPTs, Physical and Exploratory play were most prevalent. Associations with activity intensity and risk play are also presented. Loose parts, particularly natural loose parts, were highly involved in most OPTs, but especially associated with Exploratory play. Ground topography showed some association with several OPTs and warrants further investigation. The environmental features of The Backyard supported an abundant and diverse range of outdoor play activities for young children and families.

Environmental Attitudes in 28 European Countries Derived From Atheoretically Compiled Opinions and Self-Reports of Behavior

People differ in their personal commitment to fighting climate change and protecting the environment. The question is, can we validly measure people’s commitment by what they say and what they claim they do in opinion polls? In our research, we demonstrate that opinions and reports of past behavior can be aggregated into comparable depictions of people’s personal commitment to fighting climate change and protecting the environment (i.e., their environmental attitudes). In contrast to the commonly used operational scaling approaches, we ground our measure of people’s environmental attitudes in a mathematically formalized psychological theory of the response process—the Campbell paradigm. This theory of the response process has already been extensively validated, and its relevance for manifest behavior has repeatedly been shown as well. In our secondary analysis of Eurobarometer data (N = 27,998) from 28 European countries, we apply the Campbell paradigm to a set of indicators that was not originally collected to be aggregated into a single scale. With our research, we propose a distinct way to measure behavior-relevant environmental attitudes that can be used even with a set of indicators that was originally atheoretically compiled. Overall, our study suggests that the Campbell paradigm provides a sound psychological measurement theory that can be applied to cross-cultural comparisons in the environmental protection domain.

How Urban Residents Perceive Nature Education: A Survey from Eight Metropolises in China

“Nature education” has become a striking trend in the field of environmental and sustainable development education in mainland China in recent years, which is considered to be a powerful force to realize the 11th goal of the 2030 Agenda for Sustainable Development, namely, “Sustainable Cities and Communities”. Chinese urban residents’ perceptions of “nature education” are fundamental to the success of “nature education” but we still know very little about it. This study aims to gather insights on the awareness, attitudes, and behaviors towards nature and nature education. In this paper, online questionnaires and random sampling methods were used. An online questionnaire survey was conducted among urban residents in eight representative cities in China, namely, Beijing (n = 313), Shanghai (n = 314), Guangzhou (n = 307), Shenzhen (n = 308), Chengdu (n = 206), Xiamen (n = 207), Hangzhou (n = 203), and Wuhan (n = 206). This study implied that Chinese urban residents are willing to accept nature education. There is a strong sense among the Chinese public in cities that living in harmony with nature, improving wellbeing through healthy and sustainable actions, and enjoying and protecting nature are desirable actions. However, respondents were slightly less likely to consider the emotional benefits and the development of social and functional (technical) skills as important elements of participating in nature education. The results also confirm that Chinese urban residents’ perceptions of nature education can be positively predicted by the individual’s relationship with nature and the individual’s experience related to nature education. These are important key messages for nature education organizations to communicate. The results of the study put forward some questions worthy of in-depth consideration for the development of China’s nature education, which can provide a foundation and direction for the further development of nature education in China.

Forest 404: Using a BBC drama series to explore the impact of nature's changing soundscapes on human wellbeing and behavior

Extensive ecosystem degradation and increasing urbanization are altering human relationships with nature. To explore these trends, we created a transdisciplinary, narrative-led podcast series produced by the BBC, called Forest 404. The series explored the implications of a world without nature. An online experimental component mobilized audience participation (n = 7,596) to assess responses to natural soundscapes with and without abiotic, biotic, and poetic elements across five biomes. Conditions featuring the sounds of wildlife, such as bird song, were perceived to be more psychologically restorative than those without. Participants' personal lived experiences were strongly related to these outcomes; those who had memories triggered by the sounds were more likely to find them psychologically restorative and exhibited a greater motivation to preserve them. Moreover, the effects of both soundscape composition and memories on preservation behavior were partially mediated by restorative potential; respondents were more likely to want to protect the sounds they heard if they thought they might offer therapeutic outcomes. Our findings highlight the value of art-science collaborations and demonstrate how maintaining contact with the natural world can promote wellbeing and foster behaviors that protect planetary health.

Parental Attitudes and Awareness of Sustainable Energy Consumption in the Opinion of Young People with Autistic-Spectrum Disorder (ASD); Implications for the Family Budget

Energy efficiency through energy saving is a key trend in the modern world. Analyses have been conducted by scientists in different fields on various target groups that influence sustainable energy consumption. The aim of the research presented in this article is to determine the association between parental attitudes and awareness of sustainable energy consumption in the perception of young people with ASD (13–17 years old). This was a pilot study. The diagnostic-survey method was used, along with The Scale of Parental Attitudes by M. Plopa and an authored survey questionnaire. Deliberate random sampling was applied. A statistical analysis showed a relationship between the acceptance attitude of both parents and the autonomy attitude of one parent—the father—and awareness of sustainable energy consumption among young people with Autistic Spectrum Disorder (ASD). In addition, a critical literature review confirmed the necessity of combining energy awareness and financial awareness, as each aspect, in terms of energy savings, reflects the financial situation of the household and influences the household budget. This is extremely important in the case of vulnerable groups such as households with a person with a disability (e.g., children with ASD). This research is interdisciplinary and covers important scientific fields such as pedagogy, psychology, and economics.

Can Education Save Money, Energy, and the Climate?— Assessing the Potential Impacts of Climate Change Education on Energy Literacy and Energy Consumption in the Light of the EU Energy Efficiency Directive and the Austrian Energy Efficiency Act

The Austrian Education Energy Initiative ETSIT has been established as a response to the EU Energy Efficiency Directive and the Austrian Energy Efficiency Act. This paper investigates the energy literacy of its young participants, i.e., 6000 primary and secondary school students altogether, on a cognitive, affective and behavioural level, and it compares the putative energy-saving effectiveness of the workshops to that of conventional energy audits.For the current analysis, data from, 640 students who validly answered an online survey shortly after participating in one of the energy education workshops, and 353 students who validly answered the online survey approximately one year after having participated (overall n = 993) were analysed. The results indicate that ETSIT raises students’ energy literacy on a cognitive, affective and behavioural level with about three-quarters of participants claiming they will positively change their energy consumption behaviour in the future as a result of workshop participation. This is true shortly after participation in the workshops, and also at the 1-year follow-up. In its second impact perspective, this paper delivers an innovative attempt to look at education from a cost-benefit analysis. A default formula for energy audits is adopted to quantify the kilowatt hours (and thus emissions and costs) saved through workshop participation. Despite limitations, the surprising results show that such workshops can compete with conventional energy audits, and that education can, in fact, help save money, resources, and, most important of all, the climate.

My Parents Taught…Green Was My Growth! The Role of Intergenerational Transmission of Ecological Values in Young Adults' Pro-Environmental Behaviors and Their Psychosocial Mechanisms

Past research on pro-environmental behaviors (PEBs) has identified several psychosocial determinants, ranging from personal values to attitudes—mostly environmental concerns—and norms. Less attention has been devoted to the role of affect and identity processes, until recently, when investigations began into the emotional connections with nature and environmental identity, i.e., one’s self-concept in relation to the natural world. Finally, research into the parent–child transmission of ecological values was recently developed. We aimed to analyze the role of the above-mentioned variables in predicting different PEBs, within a comprehensive framework. We hypothesized a chain relationship between the ecological values of parents and mothers, the ecological values of their children, environmental concerns, affect towards nature, environmental identity, and PEBs, as the final outcomes. In a cross-sectional exploratory study, an online questionnaire was administered to 175 young Italian adults. Validated scales to measure the above variables and socio-demographics were included. The results showed a different pattern of predictors for each PEB. Overall, the importance of the emotional connection with nature and environmental identity in predicting PEBs has clearly emerged. Finally, the role of intergenerational transmission of ecological values in PEBs, with differences between the influence of fathers and mothers, is outlined. The study provides a more integrative view of PEBs by considering the variety of human processes. Theoretical and practical implications of results are discussed.

Higher food literacy scores are associated with healthier diet quality in children and adolescents: the development and validation of a two-dimensional food literacy measurement tool for children and adolescents

BACKGROUND/OBJECTIVES

Most child and adolescent food literacy measurement tools focus on nutrition and food safety. However, the importance of aspects related to the food system such as food distribution and food waste and their effects on environmental sustainability is growing. We therefore developed and validated a two-dimensional tool for children (8–12 years old) and adolescents (13–18 years old) that can comprehensively measure food literacy. The association of food literacy with diet quality and self-reported health was assessed.

SUBJECTS/METHODS

First, we developed a food literacy conceptual framework that contains food system and literacy dimensions through a literature review, focus group interviews, and expert review. After a face validity study, we conducted the main survey (n = 200) to validate the questionnaire. Construct validity and reliability were assessed using exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and Cronbach's alpha.

RESULTS

As a result of the Delphi study, content validity was confirmed for the remaining 30 items after two items were excluded (content validity ratio = 0.86). Eleven items were excluded from the EFA results, while the CFA results indicated appropriate fit indices for the proposed model (comparative fit index = 0.904, root mean square error of approximation = 0.068). The final food literacy questionnaire consisted of 19 questions and comprised 5 factors: production, distribution, selection, preparation and cooking, and intake. Food literacy was positively associated with diet quality, as assessed by the Nutrition Quotient score, in both children and adolescents and with self-reported health in adolescents.

CONCLUSIONS

Based on this integrated conceptual framework, a two-dimensional 19-item food literacy measurement tool was developed and verified for practical use to improve the diet quality and food-related environmental sustainability awareness of children and adolescents.

Safeguarding marine life: conservation of biodiversity and ecosystems

Marine ecosystems and their associated biodiversity sustain life on Earth and hold intrinsic value. Critical marine ecosystem services include maintenance of global oxygen and carbon cycles, production of food and energy, and sustenance of human wellbeing. However marine ecosystems are swiftly being degraded due to the unsustainable use of marine environments and a rapidly changing climate. The fundamental challenge for the future is therefore to safeguard marine ecosystem biodiversity, function, and adaptive capacity whilst continuing to provide vital resources for the global population. Here, we use foresighting/hindcasting to consider two plausible futures towards 2030: a business-as-usual trajectory (i.e. continuation of current trends), and a more sustainable but technically achievable future in line with the UN Sustainable Development Goals. We identify key drivers that differentiate these alternative futures and use these to develop an action pathway towards the desirable, more sustainable future. Key to achieving the more sustainable future will be establishing integrative (i.e. across jurisdictions and sectors), adaptive management that supports equitable and sustainable stewardship of marine environments. Conserving marine ecosystems will require recalibrating our social, financial, and industrial relationships with the marine environment. While a sustainable future requires long-term planning and commitment beyond 2030, immediate action is needed to avoid tipping points and avert trajectories of ecosystem decline. By acting now to optimise management and protection of marine ecosystems, building upon existing technologies, and conserving the remaining biodiversity, we can create the best opportunity for a sustainable future in 2030 and beyond.

Safeguarding marine life: conservation of biodiversity and ecosystems

Marine ecosystems and their associated biodiversity sustain life on Earth and hold intrinsic value. Critical marine ecosystem services include maintenance of global oxygen and carbon cycles, production of food and energy, and sustenance of human wellbeing. However marine ecosystems are swiftly being degraded due to the unsustainable use of marine environments and a rapidly changing climate. The fundamental challenge for the future is therefore to safeguard marine ecosystem biodiversity, function, and adaptive capacity whilst continuing to provide vital resources for the global population. Here, we use foresighting/hindcasting to consider two plausible futures towards 2030: a business-as-usual trajectory (i.e. continuation of current trends), and a more sustainable but technically achievable future in line with the UN Sustainable Development Goals. We identify key drivers that differentiate these alternative futures and use these to develop an action pathway towards the desirable, more sustainable future. Key to achieving the more sustainable future will be establishing integrative (i.e. across jurisdictions and sectors), adaptive management that supports equitable and sustainable stewardship of marine environments. Conserving marine ecosystems will require recalibrating our social, financial, and industrial relationships with the marine environment. While a sustainable future requires long-term planning and commitment beyond 2030, immediate action is needed to avoid tipping points and avert trajectories of ecosystem decline. By acting now to optimise management and protection of marine ecosystems, building upon existing technologies, and conserving the remaining biodiversity, we can create the best opportunity for a sustainable future in 2030 and beyond.

Urban children's connections to nature and environmental behaviors differ with age and gender

Global conservation is increasingly reliant on young people forming meaningful connections with urban nature. However, interactions with nearby nature do not inspire all children and adolescents living in cities to act pro-environmentally. Our survey of over 1,000 school students from Sydney, Australia, revealed that 28% of respondents maintained strong nature connections. Younger students (aged 8-11) were more strongly connected with nature than their older peers (aged 12-14), and environmental behaviors were negatively associated with increasing age. Differences between boys and girls were less consistent, resulting in part from differential functioning of questionnaire items. Regardless, girls were more willing than boys to volunteer for conservation. Our findings suggest that policies designed to strengthen urban children's nature connections will be most effective if they explicitly address the "adolescent dip" and other emerging demographic patterns, thereby ensuring all young people reap the health, wellbeing, and conservation benefits of connecting with nature.

Evaluating an Educational Intervention Designed to Foster Environmental Citizenship among Undergraduate University Students

Taking its primary interest in active environmental citizenship, this paper aims at evaluating a case of an educational intervention designed to foster environmental citizenship among undergraduate students at a technological university. The study employs a survey methodology implementing a recently validated environmental citizenship questionnaire. A randomized pre-group –post-group quasi-experimental survey design explores students’ environmental citizenship attributes before and after the intervention course, ‘Sustainable Development’, in comparison to students who participated in a general elective course, ‘Media Philosophy’. The results show that the participation in the intervention course induced positive change in students’ environmental citizenship in comparison to the control group. Additional analysis indicates that environmental citizenship is significantly related to environmental attitudes, nature experiences during childhood and adolescence, and gender. The article provides a timely contribution shedding light on how specific pedagogical approaches in higher education can foster environmental citizenship.

Silver Spoon and Green Lifestyle: A National Study of the Association between Childhood Subjective Socioeconomic Status and Adulthood Pro-Environmental Behavior in China

Based on the life history theory, this study is aimed at examining the associations among childhood subjective socioeconomic status, adulthood pro-environmental behavior, and commercial insurance purchase. We used the data from the 2013 Chinese General Social Survey (CGSS2013) and obtained a sample of 11,172 respondents, with ages ranging from 18 to 97 years old. The respondents were selected using multistage stratified sampling. Correlational, mediational and moderational analyses were conducted using SPSS. The results show that the childhood subjective socioeconomic status is positively associated with adulthood pro-environmental behavior, independent of the current subjective socioeconomic status. In addition, commercial insurance purchase acts as a mediator of the association between childhood subjective socioeconomic status and adulthood pro-environmental behavior. Using conditional process analysis, we demonstrated that age moderated both the path where childhood subjective socioeconomic status influenced adulthood pro-environmental behavior and the path where childhood subjective socioeconomic status influenced commercial insurance purchase. Theoretically, the results provide empirical support for evolutionary perspective on sustainable behavior and demonstrate that childhood environment can constrain individual consumer choices and lifestyle. Practically, positioning target customers to commercial insurance clients may be an effective marketing strategy to increase consumers’ actual purchase of ethical products. Moreover, to realize environmental goals, social policy makers can make efforts to publicize the importance of insurance and expand the coverage of insurance by increasing the corresponding financial subsidies for low socioeconomic status families.

Ten-year panel data confirm generation gap but climate beliefs increase at similar rates across ages

Accumulating evidence indicates that climate change awareness and concern has increased globally, but commentators suggest a climate change generation gap whereby younger people care more about climate change than older people. Here we use a decade of panel data from 56,513 New Zealanders to test whether belief that "Climate change is real" and "Climate change is caused by humans" increased over the 2009-2018 period; and whether changes are uniform across 12 five-year birth cohorts spanning those born from 1936 to 1995. Results confirm a generation gap in mean (intercept) climate change beliefs but not in over-time increase (slope). The generation gap occurs because older cohorts started from a lower initial belief level (circa 2009), but all age cohorts increased their belief level at a similar rate over the last decade; and these results were not qualified by respondents' gender. The findings offer hope for collective action that bridges efforts across generations.

Nature’s Services and Contributions: The Relational Value of Childhood Nature Experience and the Importance of Reciprocity

People depend on functioning ecosystems to meet human needs and support well-being across the life span. This article considers the interest in ecosystem service valuation, the growing interest in the benefits of nature experience for children, and ways to bridge these perspectives. We focus on embodied childhood nature experiences: the physical and multisensory experiences that intertwine child and nature. Additionally, we highlight the reciprocal quality of nature and child experience relationship as an example of how this relationship goes beyond the instrumental and demonstrates relational value. Underlying this perspective is the belief that children need to be better represented in the perception and action of ecosystem valuation in environmental policy.

Shifting consumer behavior to address climate change

We review recent articles on how to change consumer behavior in ways that improve climate impacts, with a special focus on those articles using experimental interventions and measuring actual behaviors. We organize the findings using the SHIFT framework to categorize behavior change strategies based on five psychological factors: Social influence (e.g. communicating that others are changing to plant-based diets doubled meatless lunch orders), Habit (e.g. consumer collaboration to establish new, value-based practices helped to reduce food waste), Individual self (e.g. when women made up half of the group, 51% more trees were conserved), Feelings and cognition (e.g. anticipated guilt reduced choice of unethical attributes in made-to-order products), and Tangibility (e.g. concrete representations of the future of recycled products improved recycling behavior).

Users’ Perceptions of Green Roofs and Green Walls: An Analysis of Youth Hostels in Lisbon, Portugal

Green roofs and green walls are a potential strategy to increase green spaces in the urban environment. These solutions bring multiple benefits to the cities at the economic and socio-environmental levels. However, from the point of view of private investors, green roofs and green walls often have a negative financial evaluation. Concerning this, the quantification of the benefits according to building use and occupancy could be an important tool to assist the decision-making process and guarantee returns on investment. This study aims to support the decision-making process by managers and owners of youth hostels regarding green roofs and green walls implementation. Using a structured questionnaire, users’ perceptions were assessed through a five-point Likert scale. The survey was conducted in five youth hostels in Lisbon, Portugal. Analyses were performed in two phases. Firstly, using the original sample (n = 345), and subsequently grouping homogeneous individuals through cluster analysis. The results showed that most respondents support green infrastructure installation in the hostel and consider that these solutions could provide a greater sense of individual well-being and local aesthetic improvement. However, there is no strong evidence that green infrastructure solutions are considered a deciding factor to select local lodging, despite the fact that it can be a tiebreaker factor between two similar options. Furthermore, findings have shown that 90% of the respondents from Cluster 1 and 92% from Cluster 4 are probably not willing to pay higher daily rates for youth hostels that have green infrastructure solutions in place. On the other hand, 67% of the respondents from Cluster 2 were potentially willing to pay an additional amount. For the 345 respondents, the most preferred green infrastructure typologies are indoor living wall and the accessible green roof. Moreover, findings support the gender socialization and identity theory showing that women have a greater environmental concern compared to men.

Early childhood environmental education: A systematic review of the research literature

Environmental education focused on the early-childhood years is experiencing dynamic growth in research and practice due to persistent environmental challenges coupled with burgeoning interest in the documented benefits of nature-rich experiences for infants and children. To better understand the landscape of early childhood environmental education (ECEE) pedagogical practices and expected outcomes, we undertook a systematic review of empirical studies of ECEE programs. Focusing on a 25-year span, we surfaced 66 studies that met our inclusion criteria. We found that participants in such programs spanned the early-childhood age range (birth through age eight) with the majority involving three- to six-year-olds in teacher-led, formal (school-like) programs. The primary outcomes documented in our sample studies included environmental literacy development, cognitive development, and social and emotional development. To a lesser extent, the studies addressed physical development and language and literacy development. On balance, our sample of ECEE studies reported strongly positive findings associated with the aforementioned outcomes. The majority emphasized the effectiveness of play-based, nature-rich pedagogical approaches that incorporated movement and social interaction. We include a visualization that synthesizes cross-sample findings with the intention of assisting ECEE practitioners in developing, implementing, and evaluating programs as well as encouraging researchers to further study elements, processes, and theoretical assumptions inherent in them.

The Potential Correlation Between Nature Engagement in Middle Childhood Years and College Undergraduates' Nature Engagement, Proenvironmental Attitudes, and Stress

Introduction

Nature engagement (NE) provides myriad psychological and physiological benefits, many of which begin in childhood and continue into adulthood. Research suggests children who have positive experiences with nature are more likely to continue engaging with nature and have more proenvironmental attitudes (PEAs) as adults. Among the benefits of NE are reduced stress, improved sleep, and improved cognitive performance, all essential criteria for healthy undergraduate life. College students in particular, because of high levels of stress, may benefit from NE, and the frequency and type of their engagement may be impacted by childhood experience.

Objective

This study aimed to better understand the potential correlation between university undergraduates’ past NE in their middle childhood years (MCYs) and current NE; past NE and undergraduate PEA; and undergraduate NE and stress levels. We chose to examine the middle childhood and undergraduate years because little research has been conducted on the relationship of NE between these two age groups.

Methods

We used a survey of undergraduate students (n = 309) enrolled at a US university to explore the frequency and types of NE during MCYs, their family and neighborhood demographics, and current levels of NE, PEA, and stress in their undergraduate lives.

Results

Although results indicated a large decrease in NE from middle childhood to undergraduate years for most participants, we found a significant positive correlation between NE during MCYs and undergraduate NE. We found a positive correlation between MCYs NE and undergraduate PEA as well as undergraduate NE and undergraduate PEA. Contrary to other studies and to our hypothesis, we did not find a correlation between undergraduate NE and reduced stress levels.

Conclusion

This study looked specifically at US undergraduate students to compare their current engagement with and attitudes toward nature and the environment with their nature experiences during their formative MCYs. Our results suggest that it is important for people to have positive experiences with nature in childhood, both for continued NE and to inculcate PEAs in adulthood. These results can help in formulating approaches to improving student well-being at institutions of higher learning.

The Garden and Landscape as an Interdisciplinary Resource Between Experimental Science and Artistic-Musical Expression: Analysis of Competence Development in Student Teachers

The garden is a major educational resource that can be used for all areas of knowledge from an interdisciplinary perspective as it reflects the complexity and interactions of the natural environment. This research was carried out in the academic years 2017–2018 and 2018–2019 with 418 participants of from the second, third, and fourth year of the Degree in Primary Education at the University of Valencia. The use of the garden and the landscape is analyzed as a non-formal context for training primary school teachers through sensory experiences that contribute to the development of scientific and artistic competencies. The study focused on the relationship between natural sounds and emotions to promote the environmental awareness and active listening that are necessary to improve auditory perception and reflect on health problems caused by noise pollution. During the project, we discovered the synergies between experimental sciences and artistic–musical expression and their importance for developing university students’ competencies in the professional, personal, and collective spheres. The activities consisted of (1) a walking tour from the Faculty of Education to the garden at 1 km from the center, to reflect on the origin and characteristics of sound, emotions and their relationship with music; (2) sensory experiences in the garden through visual and auditory interaction with the landscape; and (3) an immersion in quasi-real scenarios created by virtual reality. The analysis was carried out by means of an ad hoc questionnaire with Likert-type items focused on aspects of the usefulness of gardens and the activities involved in the general and specific skills of the degree and open questions for reflections on emotional health, environmental sustainability, and artistic–musical creation as a representation of the environment. The results show the importance of the garden as a resource for training of primary teachers in a holistic and global approach that contributes to the development of teaching skills and the acquisition of knowledge based on sensory experiences with the landscape.

The Effect of a Nature-Based Environmental Education Program on Children’s Environmental Attitudes and Behaviors: A Randomized Experiment with Primary Schools

The evidence about the effects of nature-based instruction on pro-environmentalism is uncompelling, mainly due to a lack of controlled experiments. This hinders causal claims and the provision of intervention guidelines. We present an experiment examining the impact of a nature-based environmental education (NBEE) program included in the school curriculum on children’s environmental attitudes (EA) and behaviors (EB). Children who followed the program through traditional instruction were used as a control group. Seven Spanish primary schools participated in the program and school classes were randomly assigned to the NBEE program (experimental group, N = 516) or the environmental education (EE) through traditional instruction (control group, N = 218). Our results indicate that children’s EA increased more in the NBEE group than in the control group. On average, EB remained virtually the same in both groups of children across time. In light of our findings, we encourage the promotion of a nature-based pedagogy in formal education to enhance children’s environmental attitudes.

Psychological Processes and Institutional Actors in the Sustainable Energy Transition: A Case-Study Analysis of a Local Community in Italy

This paper presents the results of a qualitative study exploring the role of formal social units in the sustainable energy transition process. A small community in North-east Italy was assumed as case study, in the context of a wider EU-funded research project aimed at understanding the individual and collective dimensions of energy-related choices. Starting from a general framework and integrated approach to explain sustainable energy transitions proposed by Steg et al. (2015), the main aim of our study was to identify the psychological and social factors that motivated the key actors to undertake an energy self-sufficiency path in the case-study area. Our analyses aimed at understanding the social, cultural, and socioeconomic dynamics in the energy transition process of the community. The study outlined how these factors contributed to foster collaborative actions between public decision makers, relevant stakeholders, civil society, and citizens. Results of a computer-supported qualitative content analysis using the software MAXQDA helped to shed light on the specific mechanisms and dynamics driving energy choices and energy-related behavior among the community. The implication for best practices and successful implementations of energy transition process in small communities emerging from this case study are discussed.

Still Green at Fifteen? Investigating Environmental Awareness of the PISA 2015 Population: Cross-National Differences and Correlates

The PISA studies provide unique opportunities to investigate the competencies and attitudes of 15-year-olds across the world. Past research investigating environmental awareness (EA) in PISA 2006 found associations between EA and science-related competencies and attitudes. Investigating EA in the PISA studies may have important implications for education for sustainable development (ESD): results may show which factors should be considered in educational interventions to enhance students’ EA. Cross-national analyses of EA may provide insights into the predictors of EA on a local, national or international level. This study investigates the individual, school, and country level predictors of EA in PISA 2015 (365,194 students, 12,594 schools, 53 countries). The multi-level regression analysis on EA reveals that most of the variance is located at the student level. On the individual level, variables related to science learning in school are associated with EA across all countries. This study also compares the degrees of EA in the 2006 and 2015 populations. The results show similar degrees of EA in 2006 and 2015. Altogether, the study provides cross-country evidence on important aspects that should be addressed in successful ESD programs.

The Role of Urban/Rural Environments on Mexican Children's Connection to Nature and Pro-environmental Behavior

Living in rural areas has been described a driver for behaving in a pro-environmental way, mainly due to the more frequent contact with nature that people from rural areas have. However, the processes that link living in a rural area and behaving in a more ecological manner have not been systematically studied. Moreover, most studies have focused on adults living in developed countries. Given the importance that the actions conducted by people in developing countries have for the future of the environment, as well as the relevance of children’s pro-environmentalism for nature conservation, we present a brief research report examining the relationship between Mexican children’s place of residence and self-reported pro-environmental behavior (PEB). Participants were 200 children from Mexican rural areas (<1,000 inhabitants) and 200 from a Mexican urban city (>150,000 inhabitants). Children were between 9 and 12 years old. Children’s connection to nature was considered as a mediator in the relationship between children’s place of residence and PEB. Our findings revealed that rural children hold a stronger sense of connection to nature and behave in a more pro-environmental way than urban children. In addition, place of residence was directly and positively linked to their PEBs, and this relationship was mediated by children’s connection to nature. The relationship between connection to nature and PEB was stronger for girls than for boys. The model explained 45% of the variance of children’s self-reported PEBs.

Organic Learning Gardens in Higher Education: Do They Improve Kindergarten Pre-service Teachers' Connectedness to and Conception of Nature?

Studies have shed light on the idea that people who have experiences in natural settings might be more aware of the environment. Learning gardens, as outdoor contexts, might contribute to the development of students’ affective relations toward nature, pro-environmental attitudes, and protective actions; neverthless, these aspects begging to be explored. This preliminary research investigates the impact that the use of organic gardens to teach natural sciences at university has on kindergarten pre-service teachers’ (KPST) connectedness to and conceptions of nature. The research follows a pre-/post-design and it uses a mixed methods approach. A total of 74 students completed four quantitative scales (INS, CCC, LCN, and NR-6), and 66 of them an open question about the concept of nature. After the garden experience, students scored higher in all the scales, nevertheless the change was significant only for INS and CCC. The phenomenographic analysis evidenced an initial predominant static and non-social concept of nature, biased toward the most obvious biological elements. After the garden-based learning experience, more informed conceptions of nature – including notions of complexity and systemic character – increased from 7 to 19%; however, statistical comparison was not significant. In spite of the absence of concluding results, further research is required to assess the role that learning gardens may play regarding connectedness to nature and pro-environmental behaviors.

Associations between pro-environmental behaviour and neighbourhood nature, nature visit frequency and nature appreciation: Evidence from a nationally representative survey in England

Progress on changing human behaviour to meet the challenges of regional and global sustainability has been slow. Building on theory as well as small-scale survey and experimental evidence that exposure to nature may be associated with greater pro-environmentalism, the aim of the current study was to quantify relationships between exposure to nature (operationalised as neighbourhood greenspace, coastal proximity, and recreational nature visits) as well as appreciation of the natural world, and self-reported pro-environmental behaviour for the adult population of England. Using data from a nationally representative sample (N = 24,204), and controlling for potential confounders, a structural equation model was used to estimate relationships. Indirect effects of neighbourhood exposures via nature visits and nature appreciation were accounted for. We found positive relationships between both recreational nature visits and nature appreciation and pro-environmental behaviour across both the whole sample and key socio-demographic groups. The more individuals visited nature for recreation and the more they appreciated the natural world, the more pro-environmental behaviour they reported. Although rural and coastal dwellers tended to also be more pro-environmental on average, patterns were complex, potentially reflecting situational constraints and opportunities. Importantly, positive associations between pro-environmental behaviours and high neighbourhood greenspace and coastal proximity were present for both high and low socio-economic status households. Improving access to, and contact with, nature, e.g., through better urban planning, may be one approach for meeting sustainability targets.

Meta-analysis of human connection to nature and proenvironmental behavior

Understanding what drives environmentally protective or destructive behavior is important to the design and implementation of effective public policies to encourage people's engagement in proenvironmental behavior (PEB). Research shows that a connection to nature is associated with greater engagement in PEB. However, the variety of instruments and methods used in these studies poses a major barrier to integrating research findings. We conducted a meta-analysis of the relationship between connection to nature and PEB. We identified studies through a systematic review of the literature and used Comprehensive Meta-Analysis software to analyze the results from 37 samples (n = 13,237) and to test for moderators. A random-effects model demonstrated a positive and significant association between connection to nature and PEB (r = 0.42, 95% CI 0.36, 0.47, p < 0.001). People who are more connected to nature reported greater engagement in PEB. Standard tests indicated little effect of publication bias in the sample. There was significant heterogeneity among the samples. Univariate categorical analyses showed that the scales used to measure connection to nature and PEB were significant moderators and explained the majority of the between-study variance. The geographic location of a study, age of participants, and the percentage of females in a study were not significant moderators. We found that a deeper connection to nature may partially explain why some people behave more proenvironmentally than others and that the relationship is ubiquitous. Facilitating a stronger connection to nature may result in greater engagement in PEB and conservation, although more longitudinal studies with randomized experiments are required to demonstrate causation.

Outdoor Recreation, Nature-Based Tourism, and Sustainability

This Special Issue addresses the intersections of outdoor recreation, nature-based tourism, and sustainability. Outdoor recreation and nature-based tourism provide essential benefits to individuals, communities, and society and thereby contribute to sustainability. Equitable provision of opportunities, cultural variations in desired experiences, barriers to outdoor recreation, and diverse perceptions of both nature and recreation add to the complexity in outdoor recreation and nature-based tourism service delivery. Outdoor recreation and nature-based tourism occur within a socioecological system with feedback loops to changing social, economic, technological, and ecological conditions. On a global scale, climate change and other disturbance factors are impacting ecosystems and opportunities, increasing the importance of adaptation strategies for longer-term planning. Population growth and regional shifts in demographics and distribution (e.g., urbanization), as well as socioeconomic trends, affect who engages in outdoor recreation and nature-based tourism, opportunities sought, nature access, and governance of outdoor services. Overall the complexity of sustainable outdoor recreation and tourism may suggest a need for different approaches to service delivery, culture change among service providers and managers of natural spaces, and novel approaches to inclusive governance and shared stewardship. Given the clear importance of outdoor recreation and nature-based tourism to society, we invite you to consider this initial introduction to our assembled collection, which is meant to advance our understanding of the intersections of outdoor recreation, nature-based tourism, and sustainability.

Toward a social ecology of prosociality: why, when, and where nature enhances social connection

A vast literature in social psychology documents that people's actions are influenced by their social environment (e.g., other people). But how are people affected by the relatively 'asocial' natural environment? We review a growing body of evidence finding that nature can enhance social connection. Incidental exposure to the natural environment can increase attention to others, facilitate collective engagement, and enhance prosociality--tendencies to care for, help, and assist others. We discuss how nature enhances connecting to others, in part, via awe and beauty. We conclude by analyzing boundary conditions, discussing the social implications of environmental decline, and outlining pressing questions for future research.

Experiences in Nature and Environmental Attitudes and Behaviors: Setting the Ground for Future Research

There is empirical evidence suggesting a positive link between direct experiences in nature and people’s environmental attitudes (EA) and behaviors (EB). This has led researchers to encourage more frequent contact with nature, especially during childhood, as a way of increasing pro-environmentalism (i.e., pro-EA and pro-EB). However, the association between experiences in nature and EA/EB is complex, and specific guidelines for people’s everyday contact with nature cannot be provided. This article offers an overview of the research conducted until know about the relation between experiences in nature and pro-environmentalism, and opens up new inquiries for future research. We begin with an introduction to people’s current tendency toward an alienation from the natural world and set out the objectives of the article. It is followed by three main sections. The first one reports on what experiences in nature refer to, how and where they occur. The second section describes the different approaches used to investigate and interpret the experiences in nature-EA and EB relation. The last section provides suggestions for future research. We close by making some final remarks about the importance of (re)stablishing a greater interaction with nature for people’s pro-EA and EB.

Nature Experiences and Adults' Self-Reported Pro-environmental Behaviors: The Role of Connectedness to Nature and Childhood Nature Experiences

This cross-sectional study aims to improve our understanding of the psychological pathways behind the commonly reported link between experiences in nature and pro-environmentalism. Particularly, we explore whether nature experiences lead to self-reported pro-environmental behaviors (PEBs) and whether this relation is mediated by connectedness to nature. Additionally, we examine the possible lasting effect of childhood experiences with nature on adults’ PEB. Most studies reporting on the link between contact with nature and pro-environmentalism have been conducted in developed countries, limiting the generalization of the results. To address this gap in the literature, the current study was conducted in a developing country (Brazil) with a sample of 224 young adults. According to our findings, greater contact with nature during childhood is associated with greater contact with nature as an adult, which, in turn, is positively associated with connectedness to nature and PEB. The stimulation of pleasant experiences while in direct contact with nature during childhood seems to trigger interactions with nature in adulthood and consequently, adults embrace pro-environmental actions.