Students' connection to nature associated with willingness to adopt pro-environmental behaviors

Previous research has identified two aspects of attitude associated with a person's willingness to adopt pro-environmental behaviors: cognitive and affective. The cognitive component reflects a person's beliefs about an object, while the affective component reflects a person's feelings toward the object. Studies suggest that affective factors like affinity for nature, empathy, and sympathy influence a person's willingness to adopt pro-environmental behaviors. Instruments, such as the Connectedness to Nature Scale (CNS), have been developed to measure how past experiences and emotions influence a person's decision to adopt pro-environmental behaviors. Because the CNS is designed for adults, the researchers developed a tool to measure children's feelings towards nature. This study assessed how the connection to nature index can measure children's connection to nature, as well as the relationship between those feelings and pro-environmental behaviors.

When developing the index, the researchers focused on four aspects: 1) experience in nature, 2) values towards nature, 3) nature near home, and 4) knowledge of the environment. They partnered with Brevard Public Schools in Florida because the school system had recently launched an environmental education program and wanted to develop an evaluation tool to measure the program's efficacy. The authors conducted a pilot study in five 4th-grade classrooms within the Brevard County school system. Using the results and feedback, the researchers developed a 28-item connection to nature index that measured nature, empathy, inclusion, and responsibility. They also developed a knowledge survey that contained 18 multiple choice questions. The researchers collected data in Fall 2006-Spring 2007, allowing students to take the survey on a computer in school or on paper (if the school lacked computer access). Of the 5,500 4th-grade students enrolled in Brevard County Public Schools, 1,432 took the survey. The authors used statistics to analyze the results.

Overall findings demonstrated that students tended to feel a stronger connection to nature when they had more access to nature, spent more time outdoors, had more nature-related positive values, and had greater environmental knowledge. Additionally, connection to nature was the greatest predictor of a student's willingness to engage in nature-based experiences. Connection to nature was also found to be a strong predictor of pro-environmental behaviors. These results indicated that the instrument successfully measured attitudes toward nature.

Participants' perception of nature, connection to nature, family values, and previous outdoor experiences affected their interest in adopting pro-environmental behaviors. Specifically, students who experienced nature near home had a greater connection to nature. The authors hypothesized that children who can readily access nature may develop a stronger connection than children who have less exposure. Or, as the authors pointed out, parents who decide to live near nature may place higher value on the environment and pass these values on to their kids.

While connection to nature was the strongest predictor of a child's interest in nature-based experiences, the study determined several other factors that were also influential: family values towards nature, previous experiences, and self-efficacy were all strong predictors. In particular, the influence of self-efficacy suggested that EE can incorporate how students may tackle environmental problems to boost their confidence and sense of self-efficacy skills. In addition, the findings showed that if students felt they had control over environmental issues, they were more likely to adopt pro-environmental attitudes.

This study had limitations. First, the response rate was relatively low (26%) and the results are only representative of 4th grade students enrolled in public schools in Brevard County, Florida. Students from different age groups and locations may value nature differently and be influenced by other motivational factors than what was identified in this study. Second, previous research suggests that fear of nature influences connection; however, the authors did not include this in the index because students were unable to respond consistently during the pilot study. Third, students completed the survey at different times, indicating that different events likely influenced their responses.

The authors recommend that educators provide more opportunities, such as field trips or outdoor education classes, for students to experience nature. In addition, the researchers suggest that city planners and schools ensure that parks are within a safe distance to schools so that students can experience nature at a young age. Lastly, environmental educators should use the connection to nature index to assess children's perceptions of the natural world and their interest in pro-environmental behaviors.