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Nature and Public School Students: Examining the Link Between Academic Functioning and School Nature

机译：自然与公立学校的学生：研究学术功能与学校自然之间的联系

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摘要

Although research has demonstrated that nature exposure (i.e., environments with natural features such as vegetation or greenspace) has the potential to improve individuals' psychological and physical well-being, little research has investigated potential student benefits related to nature exposure near schools (i.e., school nature). Mechanisms thought to explain benefits of nature exposure include cognitive and physiological responses that improve in relation to stress reduction; these responses may also yield additional benefits to students' academic functioning. This study investigated the extent to which kindergarten through 8th grade students in traditional, public schools in Charlotte-Mecklenburg, North Carolina exhibited better academic functioning (i.e., higher test scores, fewer behavioral incidents) in relation to school nature (i.e., nearby tree canopy and permeable surface). Nature indicators were assessed using Geographic Information Systems, and data were analyzed using multilevel modeling to control for interdependence among students attending the same school. A primary study aim assessed the degree to which student academic functioning was sensitive to prediction by nature indicators at a tenth-, quarter-, or half-mile from the school. Results were largely inconsistent with expectations because few associations suggested that students exhibited better academic functioning in schools with more nearby nature. One significant association indicated that students in schools with more permeable surface within a half-mile performed slightly better on academic testing; therefore, half-mile nature indicators were used in subsequent analyses. The study also aimed to estimate an optimal dose of nature exposure for student functioning. While most associations were not significant, findings indicated that the risk of a behavioral incident was greatest in schools with Average to High Canopy compared to schools with Low or Very High Canopy; these results were counter to expectations. Lastly, the study investigated whether academic disparities related to group and school characteristics (i.e., such as being male, adolescent, Black, immigrant, in a low-income school, or having disability status) were heightened or minimized in the context of greater nature exposure. Although results regarding most potential moderators were not significant, analyses indicated that the heightened risk of a behavioral incident in relation to greater tree canopy was greatest for Black students and least for students with limited English proficiency (LEP). Findings also indicated that LEP students performed worse academically in schools with greater tree canopy, whereas non-LEP students performed similarly regardless of nearby nature. Possible explanations for these largely unexpected results considered the potential for tree canopy within a half-mile of schools to be crowded or unmanaged, which may evoke a fear response among students. According to prior research, a fear response may be particularly salient among students of color. Furthermore, these results may be attributed, at least in part, to some key study limitations. In particular, strong conclusions cannot be drawn because of the study's correlational nature and the omission of several variables that may explain study results, including neighborhood disadvantage (e.g., poverty, crime), school discipline practices, tree canopy quality, and a neighborhood's proportion of immigrant residents. Implications of this work and future directions for research and intervention are considered.
机译：尽管研究表明，自然暴露（即具有自然特征的环境，例如植被或绿地）具有改善个人心理和身体健康的潜力，但很少有研究调查与学校附近自然暴露有关的潜在学生利益（例如，学校性质）。人们认为解释自然暴露的好处的机制包括与减轻压力有关的认知和生理反应；这些回应也可能给学生的学术功能带来额外的好处。这项研究调查了北卡罗来纳州夏洛特-梅克伦堡传统，公立学校的幼儿园至八年级学生相对于学校性质（即附近的树冠）表现出更好的学术功能（即更高的考试成绩，更少的行为事件）的程度和渗透性表面）。使用地理信息系统评估自然指标，并使用多级建模分析数据，以控制同一所学校学生之间的相互依存关系。一项主要研究目的是评估在距离学校十分之一，四分之一或半英里处，学生的自然学习对自然状态指标预测的敏感程度。结果在很大程度上与期望不一致，因为很少有协会认为学生在附近自然环境更强的学校中表现出更好的学术功能。一个重要的协会指出，在半英里范围内表面渗透性更高的学校中，学生的学业成绩稍好一些；因此，在随后的分析中使用了半英里自然指标。这项研究还旨在估计学生活动所需的最佳自然暴露剂量。虽然大多数关联性不显着，但研究结果表明，与高或低冠层的学校相比，高到高冠层的学校发生行为事件的风险最大。这些结果与预期相反。最后，该研究调查了在更大的背景下，与群体和学校特征有关的学术差异（例如，男性，青少年，黑人，移民，在低收入学校中还是有残疾状况）是否被提高或最小化。接触。尽管有关大多数潜在主持人的结果并不重要，但分析表明，与更大的树冠相关的行为事件的风险增加对黑人学生最大，而对英语能力有限的学生则最小。研究结果还表明，LEP学生在树冠较大的学校中学习成绩较差，而非LEP学生则不受附近自然环境的影响而表现相似。对于这些很大程度上出乎意料的结果的可能解释是，学校半英里内的树冠可能拥挤或得不到控制，这可能引起学生的恐惧反应。根据先前的研究，恐惧反应在有色人种的学生中尤其明显。此外，这些结果可能至少部分归因于一些关键的研究局限性。尤其是，由于研究的相关性以及可能解释研究结果的一些变量的遗漏，因此无法得出有力的结论，包括邻里劣势（例如贫困，犯罪），学校纪律做法，树冠质量以及邻里所占比例移民居民。考虑了这项工作的含义以及研究和干预的未来方向。

著录项

  • 作者

    Scott, Jennifer Taylor.;

  • 作者单位

    The University of North Carolina at Charlotte.;

  • 授予单位 The University of North Carolina at Charlotte.;
  • 学科 Urban planning.;Behavioral sciences.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 155 p.
  • 总页数 155
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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