Engagement with Nature and the Home Environment: Wellbeing and Proenvironmental Behavior among Irish and Italian University Students during the COVID-19 Emergency

Abstract

Growing evidence shows that exposure to nature and psychological engagement with nature improve health and wellbeing and promote greater proenvironmental engagement. The unprecedented situation created by COVID-related lockdowns seems to have brought both potential distress with household confinements and greater research on experiences in nature. University students may have been particularly impacted as the quality of their home arrangements can vary substantially. The aim of the study was to examine how psychological engagement with nature (nature connectedness and noticing nature), time spent in nature, and household conditions relate to psychological wellbeing and proenvironmental behavior among university students. An online survey was administered to a sample of 566 university students from Italy and Ireland. Hierarchical multiple regressions were performed to investigate the relationships between variables. The results indicate that time spent in nature and psychological engagement with nature in terms of nature connectedness and noticing nature were associated with increased wellbeing and pro-nature-conservation behavior, controlling for demographic covariates. Moreover, the perception of chaos in one’s household was related to decreased wellbeing during the prolonged COVID-19 emergency. The findings highlight the need to invest in accessible natural places for students and to focus campus sustainability practices on encouraging nature connectedness to promote wellbeing and proenvironmental engagement.

Innovative teaching and the education management practice of improving the happiness of engineering college students

“…Innovative teaching can also exert an indirect influence on the happiness of engineering college students by enhancing their academic performance and motivation to learn. Research conducted by Tzankova et al [14] suggests that students' academic success and satisfaction have a positive impact on their happiness. Consequently, innovative teaching is likely to boost students' happiness indirectly by fostering their enthusiasm for learning and self-directed learning capabilities.…”