Parks and town squares can play an important role by offering spaces for cognitive restorativeness in urban contexts. Therefore, it is important that these spaces be designed in a way that encourages restorativeness. Indeed, their perceived quality should motivate users to stay and take advantage of them. Yet, it is not clear whether perceptions as to the quality of these spaces is relevant in promoting restorativeness. Thus, the aim of this study is to analyze whether elements of environmental quality perceived (...) by users of public spaces favor restorativeness both in parks and squares. Environmental and social aspects are taken into consideration, since restorative experiences involve cognitive and physiological recovery, as well as a component of interaction with the environment. In this research, 519 users of 32 urban public spaces—town squares and parks—on the island of Tenerife participated. Participants evaluated these spaces using four dimensions that focused on spaces’ perceived environmental quality: design of spaces, care of spaces, social interaction, and presence of sensorial elements. Additionally, we evaluated the perceived restorativeness of each space. The results showed that the design of spaces, care of the spaces, social interaction, and presence of sensorial elements explain the variance in perceived restorativeness, although with different weights for parks and squares. We found that perceived quality of a space is a key predictor of its restorativeness. This means that maintaining parks and town squares is a relevant task given that they contribute to reducing cognitive overload, increasing sustainability, and facilitating health care in urban settings. (shrink)

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. (shrink)

School gardens are part of many schools. Especially in primary schools, but also in secondary schools, they are used as a learning space and experience space for the pupils. Their importance for the development of cognitive and emotional-affective abilities of pupils is empirically well proven. It is also empirically well proven that exposure to nature has an influence on the prosocial behavior of children and adults. However, there is a lack of studies investigating the effect of the stay in the (...) school garden on the social behavior of pupils in secondary class. To investigate whether a school garden is a good environment for social learning, a self-report study and standardized observations with sixth-grade pupils were carried out. Thus, the socially competent behavior of the pupils (communication and cooperation) and their emotions could be analyzed. In order to provide emotional access to the scientific content of biology lessons and to strengthen social learning, each pupil was responsible for their own plant and the group bed over a period of 10 weeks. The design of the lessons followed the principles of basic needs—competence, autonomy, and relatedness—of the Self Determination Theory. The observations were made during a 90-min class, in the school garden as well in the classroom. The 31 girls and 22 boys, aged 11–12 years, changed weekly between the garden and the classroom. Over 150 observations were made in the school garden (82) and in the classroom (68). In summary, pupils showed more socially competent behavior in school garden lessons than in classroom lessons. The school garden lessons, designed according to the basic needs, seem to create favorable incentives for social learning. Due to frequent social interactions, it can be assumed that learning activities in school gardens can promote emotional and social competence. (shrink)

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. 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 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 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. (shrink)

Restorativeness is defined as the potential of the environment to re-establish certain cognitive capacities related to human information processing. The most frequently used instrument for evaluating the restorativeness of places is the Perceived Restorativeness Scale, proposed by Hartig and colleagues (1991). Later on, shorter versions of the Perceived Restorativeness Scale were proposed. The aim of this work is to evaluate the discriminatory capacity of the original and of a shorter Spanish version of the PRS, considering urban settings previously selected for (...) having different level of restorativeness, according to expert’s criteria. The study involved 244 students and used a 3 x 2 mixed experimental design, with two independent variables: Restorativeness of a place (between-subjects), which was manipulated by showing pictures of settings selected with varying levels of restorativeness (high, medium, low), and length of the scale (within-subjects), which was manipulated by asking subjects to fill in both the original and a shorter version of the PRS. The order of presentation of the two scales was counterbalanced. Results show an appropriate reliability for both version of the scale. Items of being-away, fascination, and coherence of the shorter scale correlate more strongly with the corresponding factor of the original scale, compared to the others factors. Both scales produce similar values for the perceived restorativeness of the different places, except for places with low restorativeness. (shrink)

In this paper, we provide an overview of research highlighting the relation between cultural processes, social norms, and food choices, discussing the implication of these findings for the promotion of more sustainable lifestyles. Our aim is to outline how environmental psychological research on urban affordances, through the specific concepts of restorative environments and walkability, could complement these findings to better understand human health, wellbeing and quality of life. We highlight how social norms and cultural processes are linked to food choices, (...) and we discuss the possible health-related outcomes of cultural differences in food practices, their relation to acculturation and globalization processes. We also discuss the concepts of restorative environments and walkability as positive urban affordances, and their relation to human well being, and the possibile link with cultural process and sustainable lifestyles. Finally, we outline issues for future research and areas for policy making and interventions on the links between cultural processes, healthy and sustainable food consumption and urban affordances, for the pursuit of public health, wellbeing and environmental sustainability. (shrink)