Nature Learning: does engagement with nature build resilience and improve academic achievement?
Date
2020
Authors
Morris, Andrew
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Thesis
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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.
School/Discipline
School of Psychology
Dissertation Note
Thesis (B.PsychSc(Hons)) -- University of Adelaide, School of Psychology, 2020
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