Children's Perceived Restoration: Adaptation of the PRCS for Children to a Spanish sample

Corraliza, José Antonio; Collado, Sílvia; Bethelmy, Lisbeth

doi:10.1174/217119712800337729

Cited by 12 publications

(12 citation statements)

References 14 publications

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“…Considering the natural environment condition, results are in line with the findings from Study 1 but also from other studies (Wells, 2000; Faber-Taylor et al, 2001; Bagot, 2004; van den Berg and van den Berg, 2011; Corraliza et al, 2012; Bagot et al, 2015; Berto et al, 2015). Furthermore, the present research showed the positive effect of nature on psychological restoration: (a) in a field study, providing both a crossover and a between-subject design; (b) in a real life situation (our study was embedded in school activities); (c) using preexistent standardized tools for measuring attention involved in school time activities; (d) comparing two different outdoor environments; (e) testing attention restoration in the morning and in the afternoon; (f) assessing attention restoration that occurred after recess time spent in a team play activity and with free play.…”

Section: Discussionsupporting

confidence: 91%

Green Breaks: The Restorative Effect of the School Environment’s Green Areas on Children’s Cognitive Performance

et al. 2018

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Restoration involves individuals’ physical, psychological, and social resources, which have diminished over the years in the process of meeting the demands of everyday life. Psychological restoration can be provided by specific environments, in particular by natural environments. Studies report a restorative effect of nature on human beings, specifically in terms of the psychological recovery from attention fatigue and restored mental resources that were previously spent in activities that require attention. Two field studies in two Italian primary schools tested the hypothesized positive effect of recess time spent in a natural (vs. built) environment on pupils’ cognitive performance and their perceived restorativeness, using standardized tests. In Study 1, children’s psychological restoration was assessed by measuring sustained and selective attention, working memory, and impulse control, before and after the morning recess time. Team standardized playtime was conducted in a natural (vs. built) environment, and the perceived restorativeness was measured after each recess time. Results showed a greater increase in sustained and selective attention, concentration, and perceived restorativeness from pretest to posttest after the natural environment condition. In Study 2, the positive effect of free play recess time in a natural (vs. built) environment was assessed during the afternoon school time on sustained and selective attention and perceived restorativeness. Results showed an increase in sustained and selective attention after the natural environment condition (vs. built) and a decrease after the built environment break. Higher scores in perceived restorativeness were registered after the natural (vs. built) environment condition. Team standardized playtime and individual free play recess in a natural environment (vs. built) support pupils’ attention restoration during both morning and afternoon school times, as well as their perceived restorativeness of the recess environment. Theoretical and practical implications are discussed in terms of nature’s role both for the school ground design or redesign and for the organization of the school’s activities.

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Section: Discussionsupporting

confidence: 91%

Green Breaks: The Restorative Effect of the School Environment’s Green Areas on Children’s Cognitive Performance

et al. 2018

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“…Bagot (2004) and Bagot et al (2007) designed the PRCS-C and PRCS-C II to register children's perceived restoration. The scale was adapted into Spanish in a previous study (Corraliza et al, 2012) and the same structure described by the original authors was replicated in the present new sample. As suggested by Bagot et al (2007), the PRCS-C II can be used as unidimensional, registering children's overall perceived restorativeness, as well as multidimentional, using the restorative factors as separate components.…”

Section: Methodsmentioning

confidence: 99%

“…They also perceive school play yard with more nature as more restorative than one with less nature (Corraliza, Collado, & Bethelmy, 2012).…”

Section: Children's Restorative Experiences In Naturementioning

confidence: 99%

Children’s Restorative Experiences and Self-Reported Environmental Behaviors

Collado

Corraliza

2013

Environment and Behavior

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Esta es la versión de autor del artículo publicado en: This is an author produced version of a paper published in: AbstractPositive experiences in nature relate to children's environmental behaviors. The reasons for this link remain unknown. One possibility is that children behave more ecologically because they obtain benefits from spending time in nature. In the present study, we looked at positive experiences in nature, specifically restoration, as a motivational factor enhancing children's proenvironmental behavior. Children (N = 832) rated their school yards in terms of restoration and reported their frequency of proenvironmental behaviors as well as their environmental attitudes. Perceived restoration predicted 37% of the variance in reported proenvironmental behavior. Moreover, this relationship was completely mediated by environmental attitudes. In addition, fascination, a component of restoration, was the only direct predictor of proenvironmental behavior.

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“…Other instruments for measuring the restorativeness of place were also proposed later on, which include: (1) the Restorative Components of Environments Scale ( Laumann et al, 2001 ), composed of 22 items that result in a structure of five factors, with a factor labeled as “Novelty” being added to the previous scales; (2) the Perceived Restorative Characteristics Questionnaire, also based on the same five factors, and developed to specifically evaluate the perceived restorativeness of zoo attractions ( Pals et al, 2009 ), and (3) the Restorative State Scale developed to evaluate the change in restorative state ( Van den Berg et al, 2014 ). A specific scale for use with children, the Perceived Restorative Components Scale for Children, has also been developed ( Bagot et al, 2007 ) and adapted to Spanish by Corraliza et al (2012) .…”

Section: Introductionmentioning

confidence: 99%

Discrimination of Urban Spaces with Different Level of Restorativeness Based on the Original and on a Shorter Version of Hartig et al.’s Perceived Restorativeness Scale

et al. 2017

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Restorativeness is defined as the potential of the environment to re-establish certain cognitive capacities related to human information processing. The most frequently used instrument for evaluating the restorativeness of places is the Perceived Restorativeness Scale, proposed by Hartig et al. (1991). Later on, shorter versions of the Perceived Restorativeness Scale were proposed. The aim of this work is to evaluate the discriminatory capacity of the original and of a shorter Spanish version of the PRS, considering urban settings previously selected for having different level of restorativeness, according to expert’s criteria. The study involved 244 students and used a 3 × 2 mixed experimental design, with two independent variables: Restorativeness of a place (between-subjects), which was manipulated by showing pictures of settings selected with varying levels of restorativeness (high, medium, low), and length of the scale (within-subjects), which was manipulated by asking subjects to fill in both the original and a shorter version of the PRS. The order of presentation of the two scales was counterbalanced. Results show an appropriate reliability for both version of the scale. Items of being-away, fascination, and coherence of the shorter scale correlate more strongly with the corresponding factor of the original scale, compared to the others factors. Both scales produce similar values for the perceived restorativeness of the different places, except for places with low restorativeness.

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Children's Perceived Restoration: Adaptation of the PRCS for Children to a Spanish sample

Cited by 12 publications

References 14 publications

Green Breaks: The Restorative Effect of the School Environment’s Green Areas on Children’s Cognitive Performance

Green Breaks: The Restorative Effect of the School Environment’s Green Areas on Children’s Cognitive Performance

Children’s Restorative Experiences and Self-Reported Environmental Behaviors

Discrimination of Urban Spaces with Different Level of Restorativeness Based on the Original and on a Shorter Version of Hartig et al.’s Perceived Restorativeness Scale

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