104
7.7 How Do Environmental Attitudes Develop? What Are
the Factors Influencing EA?
There are many studies analysing the formation of EA. Some of the studies focus on
children, and some are retrospective and focus on adults asking them about their
nature contact during childhood.
7.7.1 Studies Focusing on Children
Collado et al. (2013) reported on a study in Spain comparing two types of nature
camps, one with EE and one without EE, and their influence on emotional affinity
towards nature (EAN), ecological beliefs and willingness to show ecological behaviour including Environmental Citizenship behaviour. The study found no differences between nature camps with and without EE but a difference between camps
in a natural environment and in an urban environment: the intention for Environmental
Citizenship behaviour increased in those children at the nature camp compared to
those at the urban camp. This increase was mediated by the increases in EAN and
in ecological beliefs. In the United Kingdom, Turtle, Convery and Convery (2015)
compared the EA of children aged 8–11 years who participated in forest school
programmes and those who did not. The results indicate that those taking part in the
programme had more pronounced EA (see also Kamber 1999).
Another set of studies is looking at different living conditions or long-lasting
interventions (e.g. long-term forest school programmes, green vs. grey schoolyard,
rural vs. urban surroundings). Collado et al. (2014) analysed the association between
FCN and EA and EB in three different settings providing different daily experiences
of nature: (a) work-related experience in a rural area, (b) non-work-related experience in a rural area and (c) non-work-related experience in an urban area. The study
found a negative direct relation between FCN and EB for the work-related experiences in the rural area. The results suggest that the valuation of the experience might
be relevant for the effect on pro-environmental attitudes and behaviour. Similar
results were reported by other authors, suggesting that unsatisfactory experiences
could have a negative impact on the formation of EB (e.g. Wells and Lekies 2006)
(see also Collado and Corraliza (2015).
In their study with approximately 1500 children in the fourth grade of public
schools in Florida, USA, Cheng and Monroe (2012) found that the children’s previous experiences in nature influenced their interest in performing EB. Other factors
contributing to the EB were the family values towards nature and the perceived
control of the children/their feeling of self-efficacy. Additionally, the results of the
study found a significant correlation between children’s connection to nature and
the amount of nature near their homes, leading to hypothesise that nearby nature
could help develop a strong relation to the environment. Similarly, Davis et al.
N. Bauer et al.
7.7 How Do Environmental Attitudes Develop? What Are
the Factors Influencing EA?
There are many studies analysing the formation of EA. Some of the studies focus on
children, and some are retrospective and focus on adults asking them about their
nature contact during childhood.
7.7.1 Studies Focusing on Children
Collado et al. (2013) reported on a study in Spain comparing two types of nature
camps, one with EE and one without EE, and their influence on emotional affinity
towards nature (EAN), ecological beliefs and willingness to show ecological behaviour including Environmental Citizenship behaviour. The study found no differences between nature camps with and without EE but a difference between camps
in a natural environment and in an urban environment: the intention for Environmental
Citizenship behaviour increased in those children at the nature camp compared to
those at the urban camp. This increase was mediated by the increases in EAN and
in ecological beliefs. In the United Kingdom, Turtle, Convery and Convery (2015)
compared the EA of children aged 8–11 years who participated in forest school
programmes and those who did not. The results indicate that those taking part in the
programme had more pronounced EA (see also Kamber 1999).
Another set of studies is looking at different living conditions or long-lasting
interventions (e.g. long-term forest school programmes, green vs. grey schoolyard,
rural vs. urban surroundings). Collado et al. (2014) analysed the association between
FCN and EA and EB in three different settings providing different daily experiences
of nature: (a) work-related experience in a rural area, (b) non-work-related experience in a rural area and (c) non-work-related experience in an urban area. The study
found a negative direct relation between FCN and EB for the work-related experiences in the rural area. The results suggest that the valuation of the experience might
be relevant for the effect on pro-environmental attitudes and behaviour. Similar
results were reported by other authors, suggesting that unsatisfactory experiences
could have a negative impact on the formation of EB (e.g. Wells and Lekies 2006)
(see also Collado and Corraliza (2015).
In their study with approximately 1500 children in the fourth grade of public
schools in Florida, USA, Cheng and Monroe (2012) found that the children’s previous experiences in nature influenced their interest in performing EB. Other factors
contributing to the EB were the family values towards nature and the perceived
control of the children/their feeling of self-efficacy. Additionally, the results of the
study found a significant correlation between children’s connection to nature and
the amount of nature near their homes, leading to hypothesise that nearby nature
could help develop a strong relation to the environment. Similarly, Davis et al.
N. Bauer et al.