Dovilė Šorytė
Claudio D. Rosa
Silvia Collado
Vilmantė Pakalniškienė- 1Faculty of Philosophy, Institute of Psychology, Vilnius University, Vilnius, Lithuania
- 2Department of Development and Environment, State University of Santa Cruz, Ilhéus, Brazil
- 3Department of Psychology and Sociology, Universidad de Zaragoza, Teruel, Spain
Background: The paper presents the rationale and methods of the planned systematic review to understand the effects of nature-based interventions on individuals’ environmental behaviors. There is ample evidence that experiences in nature not only enhance human well-being but also help promote people’s pro-environmentalism. Nevertheless, synthesized evidence regarding the effects of nature-based interventions on individuals’ environmental behaviors is lacking.
Methods: This protocol follows the Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) guidelines. The planned literature search will be conducted by using APA PsycInfo, APA PsyArticles, PubMed, ERIC, Education Source, GreenFILE, OpenDissertations, Scopus, and WEB of Science. In the protocol, we present search strategies for each specific database. Data items that we will seek to obtain from the selected publications are described in detail and cover general information about included studies, information about studies’ methodology and participants, outcomes of the studies, and nature-based and comparative interventions. The outcomes will be behavioral, including aggregated and specific types of environmental behaviors, as well as reported and observed behaviors. Furthermore, the protocol provides a description of the prospective assessment of the risk of bias in both randomized and non-randomized studies. If studies appear sufficiently homogeneous, we will conduct a meta-analysis using the inverse-variance method. Details of the data synthesis are likewise provided in the paper.
Results: Dissemination of the results of the planned review will be carried out via a peer-reviewed open-access journal publication.
Implications: Given the great need to address current environmental issues, understanding what encourages people to act pro-environmentally is critical. It is expected that the findings of the planned review will provide valuable insights for researchers, educators, and policymakers who are involved in understanding and promoting human environmental behaviors.
1. Introduction
Nature can contribute to addressing health and social challenges that societies across the globe currently face, including climate change, air pollution, heat stress, noise, low physical activity levels, mental health issues, the health of immigrant populations, and inequality or social exclusion related to urban demography (Hartig et al., 2014; Hordyk et al., 2015; Cohen-Shacham et al., 2016; Ten Brink et al., 2016; Bratman et al., 2019; Rosa et al., 2023a). For instance, human exposure to natural environments is associated with lower levels of stress (Thompson et al., 2012), fewer depressive symptoms (Reklaitiene et al., 2014), better perceived general and mental health (DeVries et al., 2013), children’s cognitive development (Dadvand et al., 2015) and well-being (Brussoni et al., 2017), and lower risk of psychiatric disorders later in life (Engemann et al., 2019). Such findings and many others are summarized in a growing number of systematic reviews and meta-analyses (see, for example, Van den Berg et al., 2015; Tillmann et al., 2018; Corazon et al., 2019; Norwood et al., 2019; Roberts et al., 2019; Weeland et al., 2019; Coventry et al., 2021; Mygind et al., 2021; Rosa et al., 2021, 2023b; Mann et al., 2022; Moll et al., 2022). The synthesized evidence points to the importance of promoting individuals’ experiences with their natural surroundings to enhance their well-being. If populations are aware of these benefits, they might be encouraged to act more pro-environmentally to make sure that natural places are available for people’s reach and function well.
Given the scale of current environmental threats, nature experiences may play a significant role in promoting individuals’ pro-environmentalism, i.e., pro-environmental attitudes and behaviors (Rosa and Collado, 2019). Environmental attitudes are defined as “the collection of beliefs, affect, and behavioral intentions a person holds regarding environmentally related activities or issues” (Schultz et al., 2005, p. 458). Environmental behavior refers to actions that influence the sustainability of nature (Schultz and Kaiser, 2012). Pro-environmentalism is often linked to the nature experiences in childhood (e.g., D’Amore and Chawla, 2020). Retrospectively measured childhood contact with the natural world shows positive relationships with adults’ environmental attitudes (Wells and Lekies, 2006; Broom, 2017) and behaviors (Wells and Lekies, 2006; Broom, 2017; Rosa et al., 2018; Molinario et al., 2020). In a longitudinal study conducted by Evans et al. (2018), it was found that there is a positive association between childhood time spent outdoors and increased environmental behavior later in young adulthood. Moreover, individuals’ experiences with nature and their environmental behaviors can be directly and indirectly related (Collado et al., 2015). The relationship might be mediated by several factors, including connectedness to nature (Otto and Pensini, 2017; Martin et al., 2020), environmental attitudes (Collado et al., 2015; Collado and Corraliza, 2015), and biocentric values (Larson et al., 2011). Though associations between experiences in nature and environmental behavior are complex, nature-based interventions could not only improve individuals’ well-being but also act as an effective strategy to promote their environmental behaviors.
To date, there are several published reviews examining links between nature exposure and individuals’ pro-environmentalism. These analyses include an overview of various research approaches used to investigate the relationship between experiences in nature and human pro-environmentalism (Rosa and Collado, 2019) as well as—more specifically—an examination of the relations linking nature-based tourism and tourists’ environmental knowledge, attitudes, and behaviors (Ardoin et al., 2015). In addition, as already noted, considerable attention has been given to the links between nature experiences in childhood and the further development of pro-environmentalism. These analyses include an examination of the associations between nature exposure in childhood and the subsequent development of environmental attitudes and behaviors (DeVille et al., 2021), developmental research related to climate change (Hahn, 2021), and a review of interventions aimed at increasing nature connection in children (Barrable and Booth, 2020). The evidence derived from these reviews until now points to a positive relationship between nature experiences and pro-environmentalism. Nonetheless, to our knowledge, there are no systematic reviews assessing primary studies that evaluated the effects of nature-based interventions on individuals’ environmental behaviors. Environmental behavior is our main focus because behavioral change is the ultimate goal of all the efforts directed at strengthening pro-environmentalism (Rosa and Collado, 2023). Knowledge gaps include identifying specific elements of nature contact or specific types of nature-based activities that could be most effective to encourage environmental behaviors (Rosa and Collado, 2019; DeVille et al., 2021). As an example, activities like walking, playing, or hiking in the wilderness during childhood may be positively associated with the development of pro-environmentalism (Wells and Lekies, 2006). However, such studies are mostly retrospective and do not allow for drawing causal conclusions. Furthermore, efforts have been made to evaluate what environmental behavior outcomes result from individuals’ psychological connection with nature (i.e., the extent to which people see themselves as part of nature or the subjective sense of “oneness” with nature) (Mackay and Schmitt, 2019; Barragan-Jason et al., 2022, 2023) and physical connection with nature (i.e., contact with the natural world) (Barragan-Jason et al., 2023). However, little is known about the specific effects that nature-based interventions have on individuals’ environmental behaviors, as compared to other types of interventions.
This paper aims to fill the gap of the synthesized knowledge about the effects of nature-based interventions on individuals’ environmental behaviors. With the planned review, we aim to answer the following research question: What are the effects of nature-based interventions on individuals’ environmental behaviors compared to any other type of intervention or no intervention?
2. Methods and analysis
This protocol is prepared following the PRISMA-P 2015 initiative, i.e., the preferred reporting items for systematic review and meta-analysis protocols (Moher et al., 2015; Shamseer et al., 2015).
2.1. Eligibility criteria
Study eligibility criteria by study characteristics and report characteristics are presented in Table 1.
Table 1. Study characteristics and report characteristics to be used as study eligibility criteria for the review.
2.2. Information sources and search strategy
The literature search will be conducted in the following electronic databases: APA PsycInfo, APA PsyArticles, PubMed, ERIC, Education Source, GreenFILE, OpenDissertations, Scopus, and WEB of Science. To supplement the search, we will also scan the reference lists of included studies and literature reviews with similar research questions. To not miss out on more recent studies, we plan to update the search once again just before the submission of the systematic review. In addition, the reviewers will scan their files in an effort to ensure that no relevant study has been missed. Such studies will be recorded.
To create a search strategy that would be balanced between sensitivity and precision, we followed a method proposed by Bramer et al. (2018). Our “key concepts” or search elements are “nature-based” and “environmental behavior.” Another element used in the search strategy is specific research design, i.e., randomized and non-randomized controlled trials. APA PsycInfo (in EBSCOhost) was chosen as an appropriate database to start with because it is a comprehensive database of interdisciplinary psychological research and it uses a thesaurus. We first identified appropriate terms in the APA Thesaurus of Psychological Index Terms, starting from the most relevant terms related to our search elements, followed by “exploding” selected thesaurus terms. Because APA PsycInfo does not generate lists of synonyms in the thesaurus, we could not use these as free-text terms. For this reason, relevant reviews were used to find narrower terms (as free-text terms) in relation to natural environments (Tillmann et al., 2018; Corazon et al., 2019; Norwood et al., 2019; Roberts et al., 2019; Weeland et al., 2019; Mann et al., 2021; Moll et al., 2022) and environmental behavior (Bamberg and Möser, 2007; Mackay and Schmitt, 2019). Terms related to specific research design were based on the search strategy developed by Roberts et al. (2019). We further followed the guidance on optimizing the search, i.e., identifying missed free-text terms and missed thesaurus terms (Bramer et al., 2018). Lastly, the search strategy was translated to other databases. For each specific database that has a thesaurus, thesaurus terms were adapted. The planned search strategy for each specific database is presented in Supplementary File 1. Where possible, the searches will be restricted to the population group of humans.
2.3. Study records and selection process
Literature search results will be uploaded to Covidence—a systematic review data management platform. Two researchers will independently screen titles and abstracts of publications selected according to the study inclusion criteria. After screening titles and abstracts, two researchers will independently screen the full-text articles. Duplicate publications and data from multiple reports of the same study (if any) will be identified by juxtaposing author names, specific details, and settings of interventions. In case of multiple reports, we will choose one report as a primary and will not include other reports as separate units. However, we will not discard other (secondary) reports if they contain additional outcome measures or other valuable information regarding the study (Lefebvre et al., 2022).
Any disagreements about the inclusion of particular publications will be resolved through discussions. If disagreements between two reviewers cannot be solved via a discussion, a third author will be involved.
2.4. Data collection process and data items
Data from selected publications will be extracted by one reviewer with verification by another to reduce bias and errors in data extraction. A priori form (see Table 2) is prepared for this purpose. If needed, we will contact the studies’ authors by email (a maximum of two email attempts) to solve any uncertainties or to ask for any necessary missing information. Discrepancies will be resolved through discussions. If the attempts to contact the studies’ authors are unsuccessful, unclear or incomplete information will be specified in the completed review. In case data synthesis is possible, imputation methods will be applied to handle missing data (see Section 2.7).
Table 2. A priori data extraction form.
As presented in Table 2, we will obtain data items that cover general information about included studies (titles, authors, and countries), information about study participants (age, sample size, gender, and whether the sample was normative), interventions (settings, timing, providers, and specific activities carried out), the comparative interventions (the analogous information about comparison groups), and outcomes (types of environmental behaviors and change in the behaviors, as well as other outcomes, if measured). Moreover, we will obtain data regarding the studies’ methodology (study design, instruments, and follow-up timing).
2.5. Outcomes
The outcomes will be behavioral, i.e., various environmental behaviors that include aggregated and specific environmental actions, reported and observed behaviors (see Table 1). As indicated above, environmental behavior refers to actions that influence the sustainability of nature (Schultz and Kaiser, 2012). Actions that exert a positive influence are considered pro-environmental behaviors, while actions that influence the sustainability of nature negatively are harmful environmental behaviors.
Acceptable outcome measures for the prospective review involve quantitative research tools. In general, most research concerning environmental behavior relies on self-reports (Steg and Vlek, 2009). There is a great variety of self-report measurements, including interviews, questionnaires, single-item instruments and multi-item scales, diary procedures, and ecological footprint measures, and they target various behavioral properties, such as frequency of engaging in environmental behavior or whether individuals engage in a particular behavior or not (Lange and Dewitte, 2019). One of the most well-known and widely used self-report instruments is General Ecological Behavior (GEB) scale (Kaiser and Wilson, 2004). It is considered the best-established measure for assessing domain-general behavior (Lange and Dewitte, 2019), i.e., a composite measure of various conservation behaviors. Though widely used, self-reports have limitations regarding the validity of such instruments (Steg and Vlek, 2009; Kormos and Gifford, 2014; Lange and Dewitte, 2019). More objective measures applied in the field can be broadly classified into device measurements (usually by using meter readings, e.g., readings of electricity consumption), peer ratings (i.e., ratings by people who are close to participants), and observations made by trained observers (Kormos and Gifford, 2014). Moreover, in contrast to field observations by trained observers, a higher degree of experimental control can be achieved via laboratory observations (Lange and Dewitte, 2019), like the recently developed Pro-Environmental Behavior Task (PEBT) (Lange et al., 2018). To sum up, given the great diversity of environmental behavior measurement tools, we expect to find very different research measures for the behavioral outcomes under consideration, and limit our systematic review to the quantitative ones. Importantly, when evaluating interventions that promote environmental behavior, field observations or observations of behavioral products (i.e., instead of observing the performance of behavior, the behavioral residues are targeted) should be considered the most appropriate methodology (Lange and Dewitte, 2019).
When a study includes several pre- and post-intervention tests, we will consider the pre-test closer to the start of the intervention and the post-test closer to the end of the intervention. We do this to improve comparability between studies, and because such information can be found in most of the studies. In addition, we will also select the longest (latest) indicated follow-up in each selected study. Such information will be clearly described in the review and will allow for capturing the final behavioral changes, if found. However, we are aware that this may as well induce a lack of consistency across studies (Higgins et al., 2022). A maximum of two post-intervention time points could therefore be retrieved.
2.6. Risk of bias in individual studies
To assess the risk of bias in randomized studies, we will use RoB 2, i.e., an updated version of the Cochrane risk-of-bias tool (Sterne et al., 2019). Bias domains that will be included in the evaluation process are as follows: bias arising from the randomization process; bias due to deviations from intended interventions; bias due to missing outcome data; bias in the measurement of the outcome; bias in the selection of the reported result, and an overall bias. Within each domain, the reviewers will answer signaling questions that will lead to the judgments of “low risk of bias,” “some concerns,” or “high risk of bias” (Sterne et al., 2019). To evaluate the risk of bias in non-randomized studies, another tool (ROBINS-I) will be applied. According to Sterne et al. (2022), many features of ROBINS-I are shared with the RoB 2 tool because both focus on specific results, have a fixed set of domains of bias, include signaling questions, and lead to an overall risk-of-bias judgment. In the case of ROBINS-I, the judgments can be “low,” “moderate,” “serious,” or “critical” risk of bias, and the key concerns are confounding, selection bias, information bias, and reporting bias (Sterne et al., 2022). The risk of bias assessment results will be summarized in tables and text in the completed review.
Evaluation of the risk of bias will be undertaken by two reviewers independently. If any disagreement arises, the third reviewer will be the arbitrator. The reviewers will not be blinded to the studies. Among the authors, some reviewers have previous risk of bias assessment experience.
2.7. Data synthesis
If studies are sufficiently homogeneous in terms of participants, intervention, comparator, outcome, and follow-up times, we will conduct a meta-analysis using the inverse-variance method. Studies that are similar enough will be grouped. Assuming studies would differ regarding participants’ characteristics as well as in the implementation of interventions, the random-effects method will be applied (Borenstein et al., 2010). However, in case very few studies (i.e., 2–4) are found, the fixed-effects method would be used instead because it is considered more appropriate for situations when heterogeneity cannot be reliably evaluated (this is the case if only a few studies are available) (Bender et al., 2018). Regarding effect measures, Hedges’ g for continuous outcome data and risk ratios for dichotomous outcomes (with 95% confidence intervals) will be used. As mentioned, in case of missing data, the authors of the studies will be contacted. However, if such attempts are unsuccessful, imputation methods will be applied. Specifically, we would input standard deviation (SD) from similar included studies, using their average or median SD values (Higgins et al., 2022). Sensitivity analysis would be applied to explore the impact of the imputation method. Furthermore, for missing mean values, a formula proposed by Wan et al. (2014) would be applied. It is based on the lower quartile, median and upper quartile summary statistics.
If multiple measurement instruments are used to register environmental behavior within the same study, we plan to apply a decision rule approach for selecting one outcome (effect estimate) (McKenzie et al., 2022). Where possible, we will specifically consider the methodological aspect (psychometric characteristics of the measures) and select the most appropriate one. For instance, observed measures would be prioritized over both self-reported and other-reported (ratings by peers) measurement tools because field observations are considered a more appropriate methodology in the case of intervention evaluation (Lange and Dewitte, 2019). When there is more than one group of participants in a study, and environmental behavior is registered by different measures in each group, these different outcomes will be considered. As already specified, in the case of different pre- and post-intervention time points within the same study, we will consider the pre-test closer to the start and the post-test closer to the end of the intervention, together with the longest follow-ups.
We anticipate that there might be significant variability in the studies’ design and outcome measurement instruments. Thus, we will tabulate studies’ characteristics and assess them visually by comparing PICOS across studies to evaluate heterogeneity. Moreover, to evaluate statistical heterogeneity, I2 estimate will be used. According to Deeks et al. (2022), I2 ranging from 0% to 40% indicates that heterogeneity might not be important, and 30% to 60%—that heterogeneity is moderate, while 50% to 90% and 75% to 100%, respectively represents substantial and considerable heterogeneity. Moreover, if possible, subgroup analysis by participants’ age (i.e., children, adolescents, and adults) will be implemented to investigate heterogeneity.
In case quantitative synthesis is not possible, qualitative (narrative) synthesis will be presented in tables and text that summarize and explain the findings of included studies. In the tables, we will provide characteristics of included studies, despite their risk of bias. Given the developmental differences between children, adolescents and adults, the description of the outcomes for the three groups will be provided separately: children (up to 12 years), adolescents (13–17 years), and adults (18 years and older). We will first describe the results of the randomized controlled trials, followed by describing the findings of non-randomized studies. We plan to report studies of any level of risk of bias with a clear indication of whether the risk was low, moderate, or high/critical. Finally, to assess and summarize the resulting evidence’s certainty, the Grading of Recommendations Assessment, Development and Evaluation (GRADE) approach will be applied considering the domains of risk of bias, inconsistency, indirectness, imprecision, and publication bias (Schünemann et al., 2022). Following this approach, the assessment will be based on the four levels of certainty, i.e., high, moderate, low, and very low.
Publication bias assessment would be based on the comparison of published and similar unpublished studies by conducting a subgroup analysis (Boutron et al., 2022).
3. Discussion
Given the pressing need to address current environmental issues, such as climate change (IPCC, 2022), understanding the determinants of people’s environmental behavior is crucial. Previous findings suggest that experiences with nature are linked to environmental behaviors (Wells and Lekies, 2006; Larson et al., 2011; Collado and Corraliza, 2015; Broom, 2017; Otto and Pensini, 2017; Rosa et al., 2018; Molinario et al., 2020). However, to our knowledge, the extent of the effect of nature-based interventions on people’s environmental behavior has not yet been systematically examined (see, however, analyses on related topics, e.g., Mackay and Schmitt, 2019; Barragan-Jason et al., 2022, 2023). Moreover, the associations that link experiences in nature and environmental behaviors are not yet fully understood (Ardoin et al., 2015; Rosa and Collado, 2019; DeVille et al., 2021). This protocol presents the rationale and methods of the planned systematic review aimed at understanding the effects of nature-based interventions on individuals’ (including children, adolescents, and adults) environmental behaviors. Such knowledge could be relevant for researchers, educators, and policymakers, who are involved in understanding and promoting environmental behaviors and sustainable development in general.
Results from the prospective review could be valuable in a number of ways. First, at the political level, special attention has been given to the so-called nature-based solutions which refer to the cost-effective solutions that use ecosystems to effectively address societal challenges and simultaneously provide environmental, social, and economic benefits (Cohen-Shacham et al., 2016; European Commission, 2021). Despite its significance, the potential of nature-based solutions for a transformative change remains unexplored. This is especially relevant considering that one of the spheres of this transformation relates to behavior (i.e., changes in individuals’ habits and lifestyles that are positive for the environment; Palomo et al., 2021). The planned systematic review could thus contribute to the insights into what kind of nature-based programs are particularly important in driving this behavioral change. Second, the synthesized evidence about the role that nature-based interventions play in promoting environmental behaviors could be a basis for further development of interventions that are based in natural settings. More in-depth research is still needed to clarify the conditions under which specific outdoor learning forms are most beneficial for various target outcomes (Mann et al., 2022). Such knowledge could be applied by educators who use (or consider using) natural environments in their practice with the aim to promote individuals’ environmental behaviors. Lastly, the synthesized knowledge could be of interest to researchers who seek to advance scientific knowledge on the effect of nature-based interventions on environmental behaviors, or to those who seek to implement and evaluate the impact of nature-based programs on environmental behavior. Ultimately, individuals’ contact with nature could potentially contribute to fulfilling several crucial goals at once: help improve people’s health and well-being, and enhance pro-environmentalism.
4. Ethics and dissemination
Considering that the planned systematic review will include secondary data analysis only, no ethical approval will be sought. Dissemination of the results of this review will be carried out via a peer-reviewed open-access journal publication.
Data availability statement
The original contributions presented in the study are included in the article/Supplementary material, further inquiries can be directed to the corresponding author.
Author contributions
DŠ drafted the work. CR, SC, and VP provided substantial contributions to the conception and design of the work, and revised it critically. All authors contributed to the article and approved the submitted version.
Funding
CR is receiving a scholarship from Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (finance code: 001). No financial or other support was provided for this review.
Acknowledgments
The authors would like to thank the reviewers for their valuable help in improving the manuscript.
Conflict of interest
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Publisher’s note
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.
Supplementary material
The Supplementary material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1145720/full#supplementary-material
References
Ardoin, N. M., Wheaton, M., Bowers, A. W., Hunt, C. A., and Durham, W. H. (2015). Nature-based tourism's impact on environmental knowledge, attitudes, and behavior: a review and analysis of the literature and potential future research. J. Sustain. Tour. 23, 838–858. doi: 10.1080/09669582.2015.1024258
Bamberg, S., and Möser, G. (2007). Twenty years after Hines, Hungerford, and Tomera: a new meta-analysis of psycho-social determinants of pro-environmental behaviour. J. Environ. Psychol. 27, 14–25. doi: 10.1016/j.jenvp.2006.12.002
Barrable, A., and Booth, D. (2020). Increasing nature connection in children: a mini review of interventions. Front. Psychol. 11:492. doi: 10.3389/fpsyg.2020.00492
Barragan-Jason, G., de Mazancourt, C., Parmesan, C., Singer, M. C., and Loreau, M. (2022). Human–nature connectedness as a pathway to sustainability: a global meta-analysis. Conserv. Lett. 15:e12852. doi: 10.1111/conl.12852
Barragan-Jason, G., Loreau, M., de Mazancourt, C., Singer, M. C., and Parmesan, C. (2023). Psychological and physical connections with nature improve both human well-being and nature conservation: a systematic review of meta-analyses. Biol. Conserv. 277:109842. doi: 10.1016/j.biocon.2022.109842
Bender, R., Friede, T., Koch, A., Kuss, O., Schlattmann, P., Schwarzer, G., et al. (2018). Methods for evidence synthesis in the case of very few studies. Res. Syn. Meth. 9, 382–392. doi: 10.1002/jrsm.1297
Borenstein, M., Hedges, L. V., Higgins, J. P. T., and Rothstein, H. R. (2010). A basic introduction to fixed-effect and random-effects models for meta-analysis. Res. Syn. Meth. 1, 97–111. doi: 10.1002/jrsm.12
Boutron, I., Page, M. J., Higgins, J. P. T., Altman, D. G., Lundh, A., and Hróbjartsson, A. (2022). Considering bias and conflicts of interest among the included studies. In Cochrane handbook for systematic reviews of interventions. Version 6.3. eds. J. Higgins, J. Thomas, J. Chandler, M. Cumpston, T. Li, and M. Page, et al. (Cochrane Training). Available at: www.training.cochrane.org/handbook
Bramer, W. M., de Jonge, G. B., Rethlefsen, M. L., Mast, F., and Kleijnen, J. (2018). A systematic approach to searching: an efficient and complete method to develop literature searches. J. Med. Libr. Assoc. 106, 531–541. doi: 10.5195/jmla.2018.283
Bratman, G. N., Anderson, C. B., Berman, M. G., Cochran, B., de Vries, S., Flanders, J., et al. (2019). Nature and mental health: an ecosystem service perspective. Sci. Adv. 5:eaax0903. doi: 10.1126/sciadv.aax0903
Broom, C. (2017). Exploring the relations between childhood experiences in nature and young adults’ environmental attitudes and behaviours. Aust. J. Environ. Educ. 33, 34–47. doi: 10.1017/aee.2017.1
Brussoni, M., Ishikawa, T., Brunelle, S., and Herrington, S. (2017). Landscapes for play: effects of an intervention to promote nature-based risky play in early childhood centres. J. Environ. Psychol. 54, 139–150. doi: 10.1016/j.jenvp.2017.11.001
Cohen-Shacham, E., Walters, G., Janzen, C., and Maginnis, S. (eds.) (2016). Nature-based solutions to address global societal challenges. Gland, Switzerland: IUCN.
Collado, S., and Corraliza, J. A. (2015). Children’s restorative experiences and self-reported environmental behaviors. Environ. Behav. 47, 38–56. doi: 10.1177/0013916513492417
Collado, S., Corraliza, J. A., Staats, H., and Ruiz, M. (2015). Effect of frequency and mode of contact with nature on children’s self-reported ecological behaviors. J. Environ. Psychol. 41, 65–73. doi: 10.1016/j.jenvp.2014.11.001
Corazon, S. S., Sidenius, U., Varning Poulsen, D., Christoffersen Gramkow, M., and Karlsson Stigsdotter, U. (2019). Psycho-hhysiological stress recovery in outdoor nature-based interventions: a systematic review of the past eight years of research. Int. J. Environ. Res. Public Health 16:10. doi: 10.3390/ijerph16101711
Coventry, P. A., Brown, J. V. E., Pervin, J., Brabyn, S., Pateman, R., Breedvelt, J., et al. (2021). Nature-based outdoor activities for mental and physical health: systematic review and meta-analysis. SSM – Popul. Health 16:100934. doi: 10.1016/j.ssmph.2021.100934
D’Amore, C., and Chawla, L. (2020). “Significant life experiences that connect children with nature: a research review and applications to a family nature club” in Research handbook on childhoodnature. eds. A. Cutter-Mackenzie-Knowles, K. Malone, and E. Barratt Hacking (Cham, Switzerland: Springer), 799–825.
Dadvand, P., Nieuwenhuijsen, M. J., Esnaola, M., Forns, J., Basagaña, X., Alvarez-Pedrerol, M., et al. (2015). Green spaces and cognitive development in primary school children. PNAS 112, 7937–7942. doi: 10.1073/pnas.1503402112
Deeks, J. J., Higgins, J. P. T., and Altman, D. G. (2022). Analysing data and undertaking meta-analyses. In Cochrane handbook for systematic reviews of interventions. Version 6.3. eds. J. Higgins, J. Thomas, J. Chandler, M. Cumpston, T. Li, and M. Page, et al. (Cochrane Training). Available at: www.training.cochrane.org/handbook
DeVille, N. V., Tomasso, L. P., Stoddard, O. P., Wilt, G. E., Horton, T. H., Wolf, K. L., et al. (2021). Time spent in nature is associated with increased pro-environmental attitudes and behaviors. Int. J. Environ. Res. Public Health 18:14. doi: 10.3390/ijerph18147498
DeVries, S., van Dillen, S. M. E., Groenewegen, P. P., and Spreeuwenberg, P. (2013). Streetscape greenery and health: stress, social cohesion and physical activity as mediators. Soc. Sci. Med. 94, 26–33. doi: 10.1016/j.socscimed.2013.06.030
Engemann, K., Pedersen, C. B., Arge, L., Tsirogiannis, C., Mortensen, P. B., and Svenning, J. C. (2019). Residential green space in childhood is associated with lower risk of psychiatric disorders from adolescence into adulthood. PNAS 116, 5188–5193. doi: 10.1073/pnas.1807504116
European Commission. (2021). Evaluating the impact of nature-based solutions: a summary for policy makers. Luxembourg: Publications Office of the European Union.
Evans, G. W., Otto, S., and Kaiser, F. G. (2018). Childhood origins of young adult environmental behavior. Psychol. Sci. 29, 679–687. doi: 10.1177/0956797617741894
Hahn, E. R. (2021). The developmental roots of environmental stewardship: childhood and the climate change crisis. Curr. Opin. Psychol. 42, 19–24. doi: 10.1016/j.copsyc.2021.01.006
Hartig, T., Mitchell, R., de Vries, S., and Frumkin, H. (2014). Nature and health. Annu. Rev. Public Health 35, 207–228. doi: 10.1146/annurev-publhealth-032013-182443
Higgins, J. P. T., Li, T., and Deeks, J. J. (2022). Choosing effect measures and computing estimates of effect. In Cochrane handbook for systematic reviews of interventions. Version 6.3. eds. J. Higgins, J. Thomas, J. Chandler, M. Cumpston, T. Li, and M. Page, et al. (Cochrane Training). Available at: www.training.cochrane.org/handbook
Hordyk, S. R., Hanley, J., and Richard, É. (2015). "nature is there; its free": urban greenspace and the social determinants of health of immigrant families. Health Place 34, 74–82. doi: 10.1016/j.healthplace.2015.03.016
IPCC. (2022). Summary for policymakers. In Climate change 2022: mitigation of climate change. Contribution of working group III to the sixth assessment report of the intergovernmental panel on climate change. eds. P. R. Shukla, J. Skea, R. Slade, A. Al Khourdajie, R. van Diemen, and D. McCollum, et al. (Cambridge EBA ebooks Complete Collection). Available at: https://www.ipcc.ch/report/ar6/wg3/downloads/report/IPCC_AR6_WGIII_SPM.pdf
Kaiser, F. G., and Wilson, M. (2004). Goal-directed conservation behavior: the specific composition of a general performance. Pers. Individ. Differ. 36, 1531–1544. doi: 10.1016/j.paid.2003.06.003
Kormos, C., and Gifford, R. (2014). The validity of self-report measures of proenvironmental behavior: a meta-analytic review. J. Environ. Psychol. 40, 359–371. doi: 10.1016/j.jenvp.2014.09.003
Kuo, M., Barnes, M., and Jordan, C. (2019). Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. Front. Psychol. 10:305. doi: 10.3389/fpsyg.2019.00305
Lange, F., and Dewitte, S. (2019). Measuring pro-environmental behavior: review and recommendations. J. Environ. Psychol. 63, 92–100. doi: 10.1016/j.jenvp.2019.04.009
Lange, F., Steinke, A., and Dewitte, S. (2018). The pro-environmental behavior task: a laboratory measure of actual pro-environmental behavior. J. Environ. Psychol. 56, 46–54. doi: 10.1016/j.jenvp.2018.02.007
Larson, L. R., Whiting, J. W., and Green, G. T. (2011). Exploring the influence of outdoor recreation participation on pro-environmental behaviour in a demographically diverse population. Local Environ. 16, 67–86. doi: 10.1080/13549839.2010.548373
Lefebvre, C., Glanville, J., Briscoe, S., Featherstone, R., Littlewood, A., Marshall, C., et al. (2022). Searching for and selecting studies. In Cochrane handbook for systematic reviews of interventions. Version 6.3. eds. J. Higgins, J. Thomas, J. Chandler, M. Cumpston, T. Li, and M. Page, et al. (Cochrane Training). Available at: www.training.cochrane.org/handbook
Mackay, C. M. L., and Schmitt, M. T. (2019). Do people who feel connected to nature do more to protect it? A meta-analysis. J. Environ. Psychol. 65:101323. doi: 10.1016/j.jenvp.2019.101323
Mann, J., Gray, T., Truong, S., Brymer, E., Passy, R., Ho, S., et al. (2022). Getting out of the classroom and into nature: a systematic review of nature-specific outdoor learning on school children’s learning and development. Front. Public Health 10:877058. doi: 10.3389/fpubh.2022.87705
Mann, J., Gray, T., Truong, S., Sahlberg, P., Bentsen, P., Passy, R., et al. (2021). A systematic review protocol to identify the key benefits and efficacy of nature-based learning in outdoor educational settings. Int. J. Environ. Res. Public Health 18:1199. doi: 10.3390/ijerph18031199
Martin, L., White, M. P., Hunt, A., Richardson, M., Pahl, S., and Burt, J. (2020). Nature contact, nature connectedness and associations with health, wellbeing and pro-environmental behaviours. J. Environ. Psychol. 68:101389. doi: 10.1016/j.jenvp.2020.101389
McKenzie, J. E., Brennan, S. E., Ryan, R. E., Thomson, H. J., and Johnston, R. V. (2022). Summarizing study characteristics and preparing for synthesis. In Cochrane handbook for systematic reviews of interventions. Version 6.3. eds. J. Higgins, J. Thomas, J. Chandler, M. Cumpston, T. Li, and M. Page, et al. (Cochrane Training). Available at: www.training.cochrane.org/handbook
Molinario, E., Lorenzi, C., Bartoccioni, F., Perucchini, P., Bobeth, S., Colléony, A., et al. (2020). From childhood nature experiences to adult pro-environmental behaviors: an explanatory model of sustainable food consumption. Environ. Educ. Res. 26, 1137–1163. doi: 10.1080/13504622.2020.1784851
Moll, A., Collado, S., Staats, H., and Corraliza, J. A. (2022). Restorative effects of exposure to nature on children and adolescents: a systematic review. J. Environ. Psychol. 84:101884. doi: 10.1016/j.jenvp.2022.101884
Mygind, L., Kurtzhals, M., Nowell, C., Melby, P., Stevenson, M. P., Nieuwenhuijsen, M., et al. (2021). Landscapes of becoming social: a systematic review of evidence for associations and pathways between interactions with nature and socioemotional development in children. Environ. Int. 146:106238. doi: 10.1016/j.envint.2020.106238
Norwood, M. F., Lakhani, A., Fullagar, S., Maujean, A., Downes, M., Byrne, J., et al. (2019). A narrative and systematic review of the behavioural, cognitive and emotional effects of passive nature exposure on young people: evidence for prescribing change. Landsc. Urban Plan. 189, 71–79. doi: 10.1016/j.landurbplan.2019.04.007
Otto, S., and Pensini, P. (2017). Nature-based environmental education of children: environmental knowledge and connectedness to nature, together, are related to ecological behaviour. Glob. Environ. Change 47, 88–94. doi: 10.1016/j.gloenvcha.2017.09.009
Palomo, I., Locatelli, B., Otero, I., Colloff, M., Crouzat, E., Cuni-Sanchez, A., et al. (2021). Assessing nature-based solutions for transformative change. One Earth 4, 730–741. doi: 10.1016/j.oneear.2021.04.013
PRISMA-P GroupMoher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., et al. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Syst. Rev. 4:1. doi: 10.1186/2046-4053-4-1
Reklaitiene, R., Grazuleviciene, R., Dedele, A., Virviciute, D., Vensloviene, J., Tamosiunas, A., et al. (2014). The relationship of green space, depressive symptoms and perceived general health in urban population. Scand. J. Public Health 42, 669–676. doi: 10.1177/1403494814544494
Roberts, H., van Lissa, C., Hagedoorn, P., Kellar, I., and Helbich, M. (2019). The effect of short-term exposure to the natural environment on depressive mood: a systematic review and meta-analysis. Environ. Res. 177:108606. doi: 10.1016/j.envres.2019.108606
Rosa, C. D., Cabicieri Profice, C., and Collado, S. (2018). Nature experiences and adults’ self-reported pro-environmental behaviors: the role of connectedness to nature and childhood nature experiences. Front. Psychol. 9:1055. doi: 10.3389/fpsyg.2018.01055
Rosa, C. D., and Collado, S. (2019). Experiences in nature and environmental attitudes and behaviors: setting the ground for future research. Front. Psychol. 10:763. doi: 10.3389/fpsyg.2019.00763
Rosa, C. D., and Collado, S. (2023). “Environmental education” in 100 key concepts of environmental psychology. eds. D. Marchard, E. Pol, and K. Weiss (New York: Routledge), 53–54.
Rosa, C. D., Larson, L. R., Collado, S., and Profice, C. C. (2021). Forest therapy can prevent and treat depression: evidence from meta-analyses. Urban For. Urban Green. 57:126943. doi: 10.1016/j.ufug.2020.126943
Rosa, C. D., Chaves, T. S., Collado, S., and Harper, N. J. (2023a). Improving the analysis and reporting of studies of nature-based adventure interventions: a review of studies published in JAEOL. J. Adventure Educ. Outdoor Learn., 1–20. doi: 10.1080/14729679.2023.2196638
Rosa, C. D., Chaves, T. S., Collado, S., Larson, L. R., and Profice, C. C. (2023b). The effect of nature-based adventure interventions on depression: A systematic review. Environ. Behav., 55:3. doi: 10.1177/00139165231174615
Schultz, P. W., Gouveia, V. V., Cameron, L. D., Tankha, G., Schmuck, P., and Franĕk, M. (2005). Values and their relationship to environmental concern and conservation behavior. J. Cross-Cult. Psychol. 36, 457–475. doi: 10.1177/0022022105275962
Schultz, P. W., and Kaiser, F. G. (2012). “Promoting pro-environmental behavior” in The Oxford handbook of environmental and conservation psychology. ed. S. D. Clayton (Oxford: Oxford University Press), 556–580.
Schünemann, H. J., Higgins, J. P. T., Vist, G. E., Glasziou, P., Akl, E. A., Skoetz, N., et al. (2022). Completing ‘summary of findings’ tables and grading the certainty of the evidence. In Cochrane handbook for systematic reviews of interventions. Version 6.3). eds. J. Higgins, J. Thomas, J. Chandler, M. Cumpston, T. Li, and M. Page, et al. (Cochrane Training). Available at: www.training.cochrane.org/handbook
Shamseer, L., Moher, D., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., et al. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015: elaboration and explanation. BMJ 350:7647. doi: 10.1136/bmj.g7647
Steg, L., and Vlek, C. (2009). Encouraging pro-environmental behaviour: an integrative review and research agenda. J. Environ. Psychol. 29, 309–317. doi: 10.1016/j.jenvp.2008.10.004
Sterne, J. A. C., Hernán, M. A., McAleenan, A., Reeves, B. C., and Higgins, J. P. T. (2022). Assessing risk of bias in a non-randomized study. In Cochrane handbook for systematic reviews of interventions. Version 6.3). eds. J. Higgins, J. Thomas, J. Chandler, M. Cumpston, T. Li, and M. Page, et al. (Cochrane Training). Available at: www.training.cochrane.org/handbook
Sterne, J. A. C., Savović, J., Page, M. J., Elbers, R. G., Blencowe, N. S., Boutron, I., et al. (2019). RoB 2: a revised tool for assessing risk of bias in randomised trials. BMJ 366:l4898. doi: 10.1136/bmj.l4898
Ten Brink, P., Mutafoglu, K., Schweitzer, J.-P., Kettunen, M., Twigger-Ross, C., Kuipers, Y., et al. (2016). The health and social benefits of nature and biodiversity protection – Executive summary. London/Brussels: Institute for European Environmental Policy.
Thompson, C. W., Roe, J., Aspinall, P., Mitchell, R., Clow, A., and Miller, D. (2012). More green space is linked to less stress in deprived communities: evidence from salivary cortisol patterns. Landsc. Urban Plan. 105, 221–229. doi: 10.1016/j.landurbplan.2011.12.015
Tillmann, S., Tobin, D., Avison, W., and Gilliland, J. (2018). Mental health benefits of interactions with nature in children and teenagers: a systematic review. J. Epidemiol. Community Health 72, 958–966. doi: 10.1136/jech-2018-210436
Van den Berg, M., Wendel-Vos, W., van Poppel, M., Kemper, H., van Mechelen, W., and Maas, J. (2015). Health benefits of green spaces in the living environment: a systematic review of epidemiological studies. Urban For. Urban Green. 14, 806–816. doi: 10.1016/j.ufug.2015.07.008
Wan, X., Wang, W., Liu, W., and Tong, T. (2014). Estimating the sample mean and standard deviation from the sample size, median, range and/or interquartile range. BMC Med. Res. Methodol. 14:135. doi: 10.1186/1471-2288-14-135
Weeland, J., Moens, M. A., Beute, F., Assink, M., Staaks, J. P. C., and Overbeek, G. (2019). A dose of nature: two three-level meta-analyses of the beneficial effects of exposure to nature on children’s self-regulation. J. Environ. Psychol. 65:101326. doi: 10.1016/j.jenvp.2019.101326
Keywords: environmental behavior, nature-based intervention, nature experience, controlled trial, systematic review
Citation: Šorytė D, Rosa CD, Collado S and Pakalniškienė V (2023) The effects of nature-based interventions on individuals’ environmental behaviors: protocol for a systematic review of controlled trials. Front. Psychol. 14:1145720. doi: 10.3389/fpsyg.2023.1145720
Edited by:
César O. Tapia-Fonllem, University of Sonora, MexicoReviewed by:
Glenda Garza, University of Sonora, MexicoChristoph Mall, Technical University of Munich, Germany
Copyright © 2023 Šorytė, Rosa, Collado and Pakalniškienė. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Dovilė Šorytė, dovile.soryte@fsf.vu.lt