Time in nature is linked to positive youth development for middle school students Adolescents’ healthy and successful growth, referred to as positive youth development (PYD), is considered an important societal goal. Prior research suggests that contact with nature can support PYD; however, previous studies have focused on Western populations. This study examined whether contact with nature was associated with PYD for Chinese adolescents, as compared to non-natural settings. The study was theoretically grounded in the Attention Restoration Theory, the Biophilia Hypothesis and the Stress Recovery Theory. Based on these frameworks, the study examined if restored attention and mindfulness, connectedness to nature and perceived stress mediated the relationship between contact with nature and Chinese adolescents’ PYD.
Ten junior high schools, located in both urban and rural areas in a province in southern China, were invited to participate in the study. Surveys were administered to a total of 1,827 students in grades 7–9 at the ten schools during their normal school day. The surveys consisted of numerous self-reported measures to assess PYD, exposure to natural and artificial (built) environments, mindfulness (attention), connectedness to nature, and stress. PYD was assessed with the Chinese Positive Youth Development Scale, which included four subscales for: (1) character (behaviors and attributes such as benevolence, determination, trustworthiness and perseverance); (2) competence (academic, social–emotional and life skills); (3) confidence (positive self-concept); and (4) connection (social bonds with family, school and community). Students reported the frequency and average duration of their time spent in natural environments (e.g., parks, farmland, gardens and orchards) and artificial environments (e.g., city streets, playgrounds, city squares) during the previous month. Mindfulness, operationalized as the degree of focus on a task, was assessed using an adapted version of the Kentucky Inventory of Mindfulness Skills and the Mindfulness Attention Awareness Scale. Connectedness to nature was assessed with the Chinese version of the Connectedness to Nature Scale (CNS). Perceived psychological stress was measured with the Chinese version of the Perceived Stress Scale. Data from fully completed surveys collected from 1,730 students were analyzed statistically to examine relationships among variables.
Significant differences were observed between students by grade and gender; therefore, the main analysis controlled for these effects. This analysis found that students’ contact with natural environments was significantly linked to PYD, while contact with artificial environments was not. Contact with natural environments was also significantly linked to greater connectedness to nature and lower perceived stress. A significant relationship between contact with the natural environment and mindfulness was not detected. On the other hand, contact with artificial environments was significantly linked to decreased mindfulness and increased perceived stress. A significant relationship between contact with artificial environments and connectedness to nature was not detected. Mindfulness and connectedness to nature were found to be significantly linked to higher PYD scores, and higher perceived stress was significantly linked to lower PYD scores. Notably, key findings indicate that (1) natural environment contact was directly and significantly associated with PYD and (2) natural environment contact indirectly and significantly influenced PYD through the mechanisms of improved connectedness to nature and decreased perceived stress (but not mindfulness).
The researchers conclude that “the results of this investigation show that natural contact not only directly and positively predicts adolescents’ positive development, but also indirectly influences it through two pathways: connectedness to nature and perceived stress.” Importantly, the study advances understanding of how contact with nature contributes to positive and healthy adolescent development. Findings also offer empirical support for both the Biophilia Hypothesis and the Stress Recovery Theory. The study suggests that natural environments are an important developmental resource for adolescents that should be integrated into school environments and communities to foster healthier development. Findings are consistent with those of prior studies conducted in Western countries. Future research might examine the effects of different elements of nature on PYD through experimental designs.
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