Abstract
ABSTRACT Current studies emphasise that nature plays a key role in geography education. However, little research has been devoted to elucidating the underlying mechanisms by which nature contact (NC) influences academic achievement. With the aim of filling this gap, this study provides a serial multiple mediator model that examines how contact with nature promotes academic achievement in geography (AAG) and is further associated with the serial multiple mediating effect of students’ sense of place (SOP) and geospatial thinking (GT). A self-report questionnaire was administered to 885 senior high-school students in China. The results indicated that the positive association between NC and students’ AAG was not only mediated by an SOP and GT but also serially mediated by an SOP and GT. The findings and details are valuable for educational researchers and practising teachers, as they extend our understanding of the factors influencing AAG and how they correlate with geography learning processes.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call