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Parental nature orientation and children’s interpersonal relationships and behavioral problems: The mediating role of children’s nature connectedness

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Xiaoyan Chen
Xiaoyan Chen
Xiaoyan Chen
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Xiao Yu
Xiao Yu
Xiao Yu
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Lifei Lu
Lifei Lu
Lifei Lu
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Tianci Zhang
Tianci Zhang
Tianci Zhang
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Abstract and Figures

Interpersonal relationships and behavioral problems are important aspects of children’s social development. This study investigated the relationships among parental nature orientation, children’s teacher–student relationships, peer relationships, and behavioral problems and examined the mediating role of children’s nature connectedness in these relationships through a longitudinal design. A sample of 398 children (Mage = 9.43 ± 0.87 years old) participated in this study. We acquired parental nature orientation and children’s nature connectedness data at the baseline survey (T1) and received information on children’s teacher–student relationships, peer relationships, and behavioral problems at T1 and at the10-month follow-up (T2). The mediation analyses were performed using bootstrapping. After controlling for children’s gender, age, grade, teacher–student relationships, peer relationships, and behavioral problems at T1, we found that parental nature orientation at T1 was positively related to children’s peer relationships at T2 and negatively correlated with children’s behavioral problems at T2. In addition, children’s nature connectedness at T1 fully mediated the relationship between parental nature orientation at T1 and children’s teacher–student relationships at T2. Our findings indicate that parents should maintain a positive nature orientation and focus on the guidance of children’s nature connectedness to improve children’s teacher–student relationships and peer relationships and reduce behavioral problems.
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Vol:.(1234567890)
Current Psychology (2024) 43:13598–13607
https://doi.org/10.1007/s12144-023-05316-3
1 3
Parental nature orientation andchildren’s interpersonal relationships
andbehavioral problems: The mediating role ofchildren’s nature
connectedness
XiaoyanChen1· XiaoYu1,2· LifeiLu1· TianciZhang1· ZhihuiYang1
Accepted: 13 October 2023 / Published online: 14 November 2023
© The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023
Abstract
Interpersonal relationships and behavioral problems are important aspects of children’s social development. This study
investigated the relationships among parental nature orientation, children’s teacher–student relationships, peer relation-
ships, and behavioral problems and examined the mediating role of children’s nature connectedness in these relationships
through a longitudinal design. A sample of 398 children (Mage = 9.43 ± 0.87years old) participated in this study. We acquired
parental nature orientation and children’s nature connectedness data at the baseline survey (T1) and received information
on children’s teacher–student relationships, peer relationships, and behavioral problems at T1 and at the10-month follow-
up (T2). The mediation analyses were performed using bootstrapping. After controlling for children’s gender, age, grade,
teacher–student relationships, peer relationships, and behavioral problems at T1, we found that parental nature orientation at
T1 was positively related to children’s peer relationships at T2 and negatively correlated with children’s behavioral problems
at T2. In addition, children’s nature connectedness at T1 fully mediated the relationship between parental nature orientation
at T1 and children’s teacher–student relationships at T2. Our findings indicate that parents should maintain a positive nature
orientation and focus on the guidance of children’s nature connectedness to improve children’s teacher–student relationships
and peer relationships and reduce behavioral problems.
Keywords Behavioral problems· Interpersonal relationships· Nature connectedness· Nature orientation
Introduction
As important aspects of social development, interpersonal
relationships, and behavioral problems affect children’s aca-
demic achievement (Eoh etal., 2022), prosocial behavior
(Aboagye etal., 2019), mental health (Zhu etal., 2022), and
so on. Therefore, it is necessary to explore ways to improve
children’s interpersonal relationships and reduce their behav-
ioral problems. Studies posit that nature experiences are a
relatively easy and beneficial intervention that may benefit
multiple functioning domains, including improving inter-
personal relationships and reducing behavioral problems
(Friedman etal., 2022; Sobko etal., 2018). The important
effect of nature experiences on children’s development has
also been emphasized by international organizations such as
the United Nations Children’s Fund (United Nations Chil-
dren’s Fund, 2018). Meanwhile, children’s nature experi-
ences depend on parental supervision and companionship,
and parents’ preference and fondness for nature-based activi-
ties (i.e., positive parental nature orientation) means that
Xiaoyan Chen and Xiao Yu are co-first authors.
* Zhihui Yang
zhihuiyang2008@126.com
Xiaoyan Chen
xiaoyanchen0605@163.com
Xiao Yu
yx0903yingzhong@163.com
Lifei Lu
lulifei0417@163.com
Tianci Zhang
2294780862@qq.com
1 Department ofPsychology, School ofHumanities
andSocial Sciences, Beijing Forestry University, No 35
Tsinghua East Road, Haidian District, 100083Beijing,
People’sRepublicofChina
2 Shaanxi Normal University Key Laboratory ofModern
Teaching Technology, Ministry ofEducation, 199
Changan South Road, Yanta District, 710062Xian,
People’sRepublicofChina
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
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