The emotional bond between a child and nature is a central influence on future environmental behaviors Developing greater insight into the experiences that encourage environmentally responsible actions and behaviors of adults is of great importance. Existing research suggests that childhood experiences in nature are essential to pro-environmental behavior in adulthood. This research aims to identify in greater detail how time in nature as a child influences environmental behaviors in adulthood. In particular, the study seeks to uncover how emotional connection to nature, environmental knowledge/concern, or time in nature as an adult impact the relationship between childhood nature experience and engagement in pro-environmental behaviors later in life.
The research was conducted in the Czech Republic with 370 adult participants (255 female, 115 male) who ranged in age from 19-66 (average age = 29). Data collection utilized a five-part questionnaire. Participants reported their long-term and one-time childhood experiences and activities in nature on an Interaction with Nature in Childhood questionnaire, which included an Inventory of Childhood Experiences, Rural Nature Experiences, and Leisure-Time Nature Experiences. Participants also reported their current engagement in pro-environmental behavior on a shortened version of the General Ecological Behavior scale. Three potential mediators, or influencers, of the connection between interaction with nature in childhood and pro-environmental behavior in adulthood were also assessed: (1) Interaction with nature in adulthood was measured by the amount of time recently spent in nature; (2) Cognitive knowledge about the natural environment was measured using the Environmental Concern and Awareness of Risks to Nature scales; and (3) Affective or emotional bond with nature was measured using the Disposition to Connect with Nature scale.
Statistical analysis found significant relationships indicating that more childhood experiences in nature are linked to increased levels of pro-environmental behavior, time in nature in adulthood, and emotional connection with nature. On the other hand, those with more childhood nature experiences did not demonstrate greater knowledge about the natural environment. Further examination of the data sought to clarify the role of the three mediators (interaction with nature in adulthood, emotional connection with nature, and knowledge about the natural environment) on the relationship between different types of childhood nature interaction and adult behaviors. When testing all three mediators together, childhood nature experiences lost its effect on environmental behavior. However, a significant effect was documented when only emotional connection to nature was included in the analysis. The other mediators, time in nature in adulthood and knowledge about the natural environment, did not significantly influence the relationship between childhood nature interaction and adult pro-environmental behaviors. Consideration of specific components of the Interaction with Nature in Childhood questionnaire found that neither rural nor leisure-time nature experiences in childhood influenced pro-environmental behavior. However, when emotional connection with nature was included in this component of the analysis, a significant relationship was detected once again, while time in nature in adulthood or knowledge about the natural environment continued to have no effect.
The study confirmed a direct connection between childhood nature experiences and pro-environmental behavior. Importantly, the findings shed light on the role of emotional connection with nature in the relationship between childhood nature experiences and adult behaviors. The researchers concluded that “the strength of the emotional bond between a child and elements of nature is a fundamental influence on that child’s future behavior toward the natural environment.” Limitations to the study include its reliance on self-reports and participants’ memories of childhood experiences. To encourage future environmental behaviors, environmental education programs may consider prioritizing children’s affective connection to nature over building environmental knowledge.
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