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Lessons in a Green School Environment and in the Classroom: Effects on Students' Cognitive Functioning and Affect

International journal of environmental research and public health, 2022-12, Vol.19 (24), p.16823 [Peer Reviewed Journal]

2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2022 by the authors. 2022 ;ISSN: 1660-4601 ;ISSN: 1661-7827 ;EISSN: 1660-4601 ;DOI: 10.3390/ijerph192416823 ;PMID: 36554705

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  • Title:
    Lessons in a Green School Environment and in the Classroom: Effects on Students' Cognitive Functioning and Affect
  • Author: Mason, Lucia ; Manzione, Lucia ; Ronconi, Angelica ; Pazzaglia, Francesca
  • Subjects: Academic achievement ; Affect ; Affect (Psychology) ; Attention ; Child ; Children ; Classrooms ; Cognition ; Cognition & reasoning ; Cognitive ability ; Emotions ; Humans ; Parks & recreation areas ; Physiology ; Schools ; Statistical analysis ; Stress ; Students ; Students - psychology ; Systematic review
  • Is Part Of: International journal of environmental research and public health, 2022-12, Vol.19 (24), p.16823
  • Description: The positive impact of short-term exposure to nature during a green recess in a school day is documented in the literature. In this study we investigated cognitive, academic, and affective effects of a single contact with nature during a regular school lesson in the greenness, compared to an usual classroom lesson, on young students in second and third grades (N = 65). In a within-subjects design, for the cognitive effects we examined children's (a) selective and sustained attention and (b) math calculation performance in common school tasks. For affective effects we considered (c) their positive and negative mood and (d) the perception of environmental restorativeness. Findings revealed that after a single lesson taught in the green school garden, children had greater selective attention and math calculation performance in two tasks than after a similar lesson in the classroom environment. Moreover, children with higher self-reported emotional difficulties showed greater selective attention and reported a statistically significant increase in positive affect and a tendency to a significant decrease in negative affect after the lesson in the greenness than in the classroom. Students also perceived the green space as more restorative than the classroom environment. Results are discussed against theories on the benefits of exposure to natural environments, highlighting the theoretical and practical significance of the study.
  • Publisher: Switzerland: MDPI AG
  • Language: English
  • Identifier: ISSN: 1660-4601
    ISSN: 1661-7827
    EISSN: 1660-4601
    DOI: 10.3390/ijerph192416823
    PMID: 36554705
  • Source: Open Access: PubMed Central
    Geneva Foundation Free Medical Journals at publisher websites
    AUTh Library subscriptions: ProQuest Central
    MEDLINE
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