The aim of this research is to verify the impact that different types of work environments (i.e., green outdoor vs. indoor) and classroom climate have on well-being, in either positive (i.e., satisfaction with life) or negative (i.e., depression, anxiety, and stress) terms, in a sample of preschool and primary school teachers. To this end, a comparison between teachers working in schools running frequent green outdoor teaching experiences and those who work almost only indoor was realized. Participants were one hundred and thirty-six teachers (96.3% women; age: M=45.16 years, SD=10.63, age range: 24-64 years.), The following scales were administered online: Satisfaction with Life Scale - SWLS (Diener et al., 1985), Depression Anxiety Stress Scales - DASS 21 (Lovibond & Lovibond, 1995), Perceived Restorativeness Scale - PRS-11, (Hartig et al., 1991), Affective Qualities of Place (AQP, Perugini et al., 2002), and the Revised School Level Environment Questionnaire (R-SLEQ, Matteucci et al., 2017). We calculated correlations between variables, and four one-way ANOVAs to compare mean differences of AQP, R-SLEQ, SWLS and DASS between “indoor” and “outdoor” teachers, and two moderation models were run on SWLS and DASS. Overall results showed that both green outdoor teaching and a higher affective quality of place are associated to a higher satisfaction with life. Furthermore, a significant moderation effect was found in the interaction between school type and place affective quality, suggesting that a positive place quality is particularly important for enhancing satisfaction with life in “indoor” schools, but not in “outdoor” schools. These outcomes and future developments of the research will be discussed.
Effects of green outdoor activities in preschool and primary school teachers’ well-being / Mosca, Oriana; Livi, Stefano; Fornara, Ferdinando; Pedditzi, Luisa; Meloni, Carla; Isoni, Cristina; Micaela Di Napoli, Federica; RUBAT DU MERAC, EMILIANE ELIZABETH MARIE. - (2023), pp. 15-16. (Intervento presentato al convegno XIX Congresso Nazionale AIP tenutosi a Cagliari).
Effects of green outdoor activities in preschool and primary school teachers’ well-being
Oriana Mosca
Methodology
;Stefano Livi
Membro del Collaboration Group
;Ferdinando Fornara
Membro del Collaboration Group
;Carla Meloni
Membro del Collaboration Group
;Cristina Isoni
Membro del Collaboration Group
;Emiliane Rubat du Merac
Investigation
2023
Abstract
The aim of this research is to verify the impact that different types of work environments (i.e., green outdoor vs. indoor) and classroom climate have on well-being, in either positive (i.e., satisfaction with life) or negative (i.e., depression, anxiety, and stress) terms, in a sample of preschool and primary school teachers. To this end, a comparison between teachers working in schools running frequent green outdoor teaching experiences and those who work almost only indoor was realized. Participants were one hundred and thirty-six teachers (96.3% women; age: M=45.16 years, SD=10.63, age range: 24-64 years.), The following scales were administered online: Satisfaction with Life Scale - SWLS (Diener et al., 1985), Depression Anxiety Stress Scales - DASS 21 (Lovibond & Lovibond, 1995), Perceived Restorativeness Scale - PRS-11, (Hartig et al., 1991), Affective Qualities of Place (AQP, Perugini et al., 2002), and the Revised School Level Environment Questionnaire (R-SLEQ, Matteucci et al., 2017). We calculated correlations between variables, and four one-way ANOVAs to compare mean differences of AQP, R-SLEQ, SWLS and DASS between “indoor” and “outdoor” teachers, and two moderation models were run on SWLS and DASS. Overall results showed that both green outdoor teaching and a higher affective quality of place are associated to a higher satisfaction with life. Furthermore, a significant moderation effect was found in the interaction between school type and place affective quality, suggesting that a positive place quality is particularly important for enhancing satisfaction with life in “indoor” schools, but not in “outdoor” schools. These outcomes and future developments of the research will be discussed.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.