In recent decades, there has been increasing interest in (re)connecting people with nature to foster sustainability outcomes. There is a growing body of evidence suggesting a relationship between connection with nature and pro-environmental behaviors. Connection with nature has often been conceptualized as a unidimensional construct, and although recent evidence suggests that it is multidimensional, there is ongoing debate regarding the dimensions that make up connection with nature. Existing multidimensional connection with nature instruments capture similar dimensions, yet they are lengthy and (...) may not have practical application in real-world contexts. This research sought to clarify the dimensions of connection with nature and to develop and validate an abbreviated yet multidimensional connection with nature instrument—the CN-12. Analyses of two large datasets revealed three dimensions of connection with nature—identity, experience, and philosophy. Results suggested that the CN-12 and its three dimensions are positively correlated with: (1) environmental and altruistic values; (2) time spent in nature; and (3) a range of pro-environmental behaviors. Results also suggested that the CN-12 and its three dimensions are stable over time and are positively correlated with two existing multidimensional connection with nature instruments, the Nature Relatedness (NR) Scale and Environmental Identity (EID) Scale. The utility of the CN-12 for exploring human connections with nature and the role of fostering connection with nature to increase engagement in pro-environmental behaviors are discussed. (shrink)

Research on young children in environmental education (EE) has focused on unstructured play in, or experiencing, nature. Little attention has been paid to young children’s stewardship efforts, or to the relation of such efforts to young children’s learning and capacity to contribute to their communities and local nature. This perspectives paper draws on the first author’s experience guiding pre-k and kindergarten children (4–6 years old) in outdoor educational projects in Santo Domingo (SD), Dominican Republic, in which the children produced a (...) park guide and a short film. In addition to becoming resources for the local community, these products are an example of children’s civic contributions. In “return on investment” language, guiding young children in outdoor experiences and reflecting on the experience represent the investment and the park guide and other products, and importantly, children’s recognition of their ability to make contributions to their community, represent the return on investment. Based on our observations that young children can make significant contributions to their communities when given the opportunity, this perspectives paper argues for a research agenda and investment in opportunities for young children to contribute to their socio-ecological communities. To support our perspective, we first review and critique the prevailing and emerging paradigms of early childhood EE, following which we briefly describe the Santo Domingo (SD) project, and close by integrating past work with the first author’s experience to argue for the importance of including young children in stewardship efforts. (shrink)

Accumulating evidence indicates that simulated natural settings can engage mechanisms that promote health. Simulations offer alternatives to actual natural settings for populations unable to travel outdoors safely; however, few studies have contrasted the effects of simulations of natural settings to their actual outdoor counterparts. We compared the impacts of simulated and actual natural settings on positive and negative affect (mood) levels using a pooled sample of participants enrolled in extant experimental studies. Relevant articles were identified from a review of research (...) published/in press by March 2020 and updated during the peer review of the current study. Of 16 articles identified, 6 met the inclusion criteria and administered a single cross-cutting, standardized instrument [the Positive and Negative Affect Schedule (PANAS)] before and after exposure. Random effects meta-analysis of pooled effects showed that positive affect increased in the actual settings but not in their simulated counterparts (Hedge's g = 0.87; 95% CI, 0.54, 1.20). We observed little difference in effects on negative affect change scores ( g = −0.28; 95% CI, −0.62, 0.06), with studies generally showing reductions in negative affect in both settings. Further research with additional populations, settings, antecedent conditions, and durations would provide a more robust understanding of differences in effects between these two ways to enhance mood by viewing nature. (shrink)

We designed three studies to explore the effect of materialistic values on pro-environmental behavior among youth and the mediated role of nature connectedness between materialistic values and pro-environmental behavior. Through a self-report questionnaire survey and an experimental manipulation of materialistic values, we found that materialistic values negatively predicted pro-environmental behavior, and that nature connectedness played a mediating role. Further, we used natural contact strategies to control the level of nature connectedness, and found that the negative impact of high materialistic values (...) on pro-environment behavior decreased with the increase of nature connectedness, further supporting the mediating role of nature connectedness. These results may contribute to the design of strategies that effectively mitigate the negative effects of materialistic values on pro-environmental behavior. (shrink)