PS 30-159 - When nature cannot be greener: a nature-based intervention may not benefit environmentally oriented university students

Abstract: Previous research suggested that exposure to nature can improve people’s mental health and engagement in pro-environmental behavior. The benefits of exposure to nature can be easily incorporated into environmental course modules to boost students’ psychological connection to nature, mental well-being, and pro-environmental decisions. This experimental study aimed to compare the effects of nature-based learning and indoor learning on the nature-relatedness, psychological well-being, and pro-environmental behavioral intentions of university students majoring in forest sciences and landscape architecture. A total of 39 students enrolled in a dendrology class were randomly assigned into treatment (n = 21) and control (n = 18) groups for a 15-week study. The treatment group was asked to perform a class assignment on trees in a nearby botanical garden for 15 minutes after each class while the control group stayed in the classroom for the same assignment. Pre- and post-test surveys were administered to measure the changes in students’ nature relatedness, psychological well-being, and pro-environmental behavioral intentions. Results indicated that no significant effects of the treatment were found in within- and between-group comparisons. This may suggest a ceiling effect where the added benefits of the nature-based intervention were marginal for students that already interact with nature through environmental courses and discipline. Therefore, the benefits of nature-based interventions have more potential for individuals with limited or decreasing contact with nature.