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|Title:||Nature Learning: does engagement with nature build resilience and improve academic achievement?|
|School/Discipline:||School of Psychology|
|Abstract:||A growing body of research links engagement with nature to resilience, and in turn resilience impacts positively on academic achievement. However, most studies investigating the relationship between nature and academic outcomes have focused on specific learning areas but have not examined nature’s impact on broader academic outcomes. This study aimed to explore the hypothesis that nature-based learning positively impacts on general academic achievement via promotion of resilience in children. A survey derived from the Devereaux Student Strengths Assessment (DESSA) was completed by parents or caregivers of South Australian Primary School students as a measure of resilience. Additionally, a mock report card completed by classroom teachers detailed child academic performance and types of engagement with outdoor learning and play at school. Path analysis was used to assess the relationship between various nature based learning environments, resilience and academic achievement. Results indicate that there is only a very weak direct association between nature based learning and academic achievement, but a significant indirect relationship between nature based learning and academic achievement via child resilience. These results support the hypothesis that nature based learning has a positive impact on academic achievement, and shows that this effect is in part due to the positive impact of nature on resilience. Results also provide a more detailed understanding of the precise types of nature-based environments at school that best facilitate this effect.|
|Dissertation Note:||Thesis (B.PsychSc(Hons)) -- University of Adelaide, School of Psychology, 2020|
|Description:||This item is only available electronically.|
|Provenance:||This electronic version is made publicly available by the University of Adelaide in accordance with its open access policy for student theses. Copyright in this thesis remains with the author. This thesis may incorporate third party material which has been used by the author pursuant to Fair Dealing exceptions. If you are the author of this thesis and do not wish it to be made publicly available, or you are the owner of any included third party copyright material you wish to be removed from this electronic version, please complete the take down form located at: http://www.adelaide.edu.au/legals|
|Appears in Collections:||School of Psychology|
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