Conceptual Learning and Affect in Indoor and Outdoor School Environments: Psychophysiological Self-Regulation Matters (Poster 34)

• In Event: AERA Poster Session Thursday 9:50 a.m.
  In Poster Session: Learning Processes: Reasoning, Memory, and Executive Functioning

Abstract

This study investigated affective and cognitive effects of indoor and outdoor school environments. Sixth and seventh graders (N=124) were taught two similar lessons in the classroom and in a close urban park. For the affective impact we considered the emotional state and the perception of the restorative quality of the two environments, while for the cognitive impact we examined conceptual learning. The cognitive impact was also examined taking into account psychophysiological self-regulation as a possible moderator. Findings revealed that students reported more positive mood after the lesson in the green environment and perceived it as more restorative than the classroom. Students with higher psychophysiological self-regulation showed greater conceptual learning only after a lesson taught in the green park.

Authors

• Lucia Mason, University of Padua

• Cecilia Rocchi, University of Padua

• Libera Y. Mastromatteo, University of Padua

• Sara Scrimin, University of Padova