Taking Learning Outside: The Effect on Middle School Students’ Mood

References

• Alsop, S., & Watts, M. (2003). Science education and affect. International Journal of Science Education, 25(9), 1043–1047. https://doi.org/10.1080/0950069032000052180
   Web of Science ®Google Scholar
• Bishop, P. A., & Harrison, L. M. (2021). The successful middle school: This we believe. Association for Middle Level Education.
   Google Scholar
• Blad, E. (2014, April). More than half of students “engaged” in school, says poll. Education Week, https://www.edweek.org/leadership/more-than-half-of-students-engaged-in-school-says-poll/2014/04
   Google Scholar
• Breunig, M., Murtell, J., & Russell, C. (2015). Students’ experiences with/in integrated environmental studies programs in Ontario. Journal of Adventure Education and Outdoor Learning, 15(4), 267–283. https://doi.org/10.1080/14729679.2014.955354
   Web of Science ®Google Scholar
• Chang, H., Huang, L., & Wu, C. (2006). Determination of sample size in using the central limit theorem for Weibull distribution. Information and Management Sciences, 17, 31–46.
   Google Scholar
• Chawla, L., Keena, K., Pevee, I., & Stanley, E. (2014). Green schoolyards as havens from stress and resources for resilience in childhood and adolescence. Health & Place, 28, 1–13. https://doi.org/10.1016/j.healthplace.2014.03.001
   PubMed Web of Science ®Google Scholar
• Chen, C. H., & Chou, M. H. (2015). Enhancing middle school students’ scientific learning and motivation through agent-based learning. Journal of Computer Assisted Learning, 31(5), 481–493. https://doi.org/10.1111/jcal.12094
   Web of Science ®Google Scholar
• Creswell, J. W., & Clark, V. L. P. (2018). Designing and conducting mixed methods research (3rd ed.). Sage.
   Google Scholar
• Dewey, J. (1944). Democracy in education. Free Press. ( Original work published 1916).
   Google Scholar
• Edwards, S. (2015). Active learning in the middle grades. Middle School Journal, 46(5), 26–32. https://doi.org/10.1080/00940771.2015.11461922
   Google Scholar
• Fägerstam, E. (2014). High school teachers’ experience of the educational potential of outdoor teaching and learning. Journal of Adventure Education & Outdoor Learning, 14(1), 56–81. https://doi.org/10.1080/14729679.2013.769887
   Google Scholar
• Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175–191. https://doi.org/10.3758/BF03193146
   PubMed Web of Science ®Google Scholar
• Feller, W. (1945). The fundamental limit theorems in probability. Bulletin of the American Mathematical Society, 51(11), 800–832. https://doi.org/10.1090/S0002-9904-1945-08448-1
   Web of Science ®Google Scholar
• Fortus, D. (2014). Attending to affect. Journal of Research in Science Teaching, 51(7), 821–835. https://doi.org/10.1002/tea.21155
   Web of Science ®Google Scholar
• Hagenauer, G., & Hascher, T. (2010). Learning enjoyment in early adolescence. Educational Research & Evaluation, 16(6), 495–516. https://doi.org/10.1080/13803611.2010.550499
   Google Scholar
• Harvey, D. J., Montgomery, L. N., Harvey, H., Hall, F., Gange, A. C., & Watling, D. (2020). Psychological benefits of a biodiversity-focused outdoor learning program for primary school children. Journal of Environmental Psychology, 67, 1–8. https://doi.org/10.1016/j.jenvp.2019.101381
   Web of Science ®Google Scholar
• Immordino-Yang, M. H. (2011). Implications of affective and social neuroscience for educational theory. Educational Philosophy and Theory, 43(1), 98–103. https://doi.org/10.1111/j.1469-5812.2010.00713.x
   Web of Science ®Google Scholar
• James, J. K., & Williams, T. (2017). School-based experiential outdoor education: A neglected necessity. The Journal of Experiential Education, 40(1), 58–71. https://doi.org/10.1177/1053825916676190
   Web of Science ®Google Scholar
• Kaplan, R., & Kaplan, S. (1989). The experience of nature: A psychological perspective. Cambridge University Press.
   Google Scholar
• Kaplan, S. (1995). The restorative benefits of nature: Toward an integrative framework. Journal of Environmental Psychology, 15(3), 169–182. https://doi.org/10.1016/0272944(95)90001-2
   Web of Science ®Google Scholar
• Kashy-Rosenbaum, G., Kaplan, O., & Israel-Cohen, Y. (2018). Predicting academic achievement by class-level emotions and perceived homeroom teachers’ emotional support. Psychology in the Schools, 55(7), 770–782. https://doi.org/10.1002/pits.22140
   Web of Science ®Google Scholar
• Kennedy, H., Unnithan, R., & Wamboldt, M. Z. (2015). Assessing brief changes in adolescents’ mood: Development, validation, and utility of the Fast Assessment of Children’s Emotions (FACE). Journal of Pediatric Health Care, 29(4), 335–342. https://doi.org/10.1016/j.pedhc.2015.01.004
   PubMed Web of Science ®Google Scholar
• Kuo, M., Barnes, M., & Jordan, C. (2019). Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00305
   Web of Science ®Google Scholar
• McNair, D. M., Lorr, M., Droppleman, L. F., & Educational and Industrial Testing Service. (1971). Profile of Mood States (POMS). Educational and Industrial Testing Service.
   Google Scholar
• Moustakas, C. (1994). Phenomenological research methods. Sage.
   Google Scholar
• Pekrun, R. (1992). The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators. Applied Psychology, 41(4), 359–376. https://doi.org/10.1111/j.1464-0597.1992.tb00712.x
   Web of Science ®Google Scholar
• Pekrun, R. (2000). A social cognitive, control–value theory of achievement emotions. In J. Heckhausen (Ed.), Motivational psychology of human development (pp. 143–163). Elsevier.
   Google Scholar
• Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. https://doi.org/10.1207/S15326985EP3702_4
   Web of Science ®Google Scholar
• Roe, J., & Aspinall, P. (2011). The restorative outcomes of forest school and conventional school in young people with good and poor behavior. Urban Forestry & Urban Greening, 10(3), 205–212. https://doi.org/10.1016/j.ufug.2011.03.003
   Web of Science ®Google Scholar
• Ruiz, S., Urretavizcaya, M., Rodríguez, C., & Fernández-Castro, I. (2020). Predicting students’ outcomes from emotional response in the classroom and attendance. Interactive Learning Environments, 28(1), 107–129. https://doi.org/10.1080/10494820.2018.1528282
   Web of Science ®Google Scholar
• Scogin, S. C., Kruger, C. J., Jekkals, R. E., & Steinfeldt, C. (2017). Learning by experience in a standardized testing culture: Investigation of a middle school experiential learning program. The Journal of Experiential Education, 40(1), 39–57. https://doi.org/10.1177/1053825916685737
   Web of Science ®Google Scholar
• Scott, G., Boyd, M., & Colquhoun, D. (2013). Changing spaces, changing relationships: The positive impact of learning out of doors. Australian Journal of Outdoor Education, 17(1), 47–53. https://doi.org/10.1007/BF03400955
   Google Scholar
• Ulrich, R. S. (1983). Aesthetic and affective response to natural environment. In I. Altman & J. F. Wohlwill (Eds.), Human behaviour and environment: Behaviour and the natural environment (pp. 85–125). Plenum Press.
   Google Scholar
• Valiente, C., Swanson, J., & Eisenberg, N. (2012). Linking students’ emotions and academic achievement: When and why emotions matter. Child Development Perspective, 6(2), 129–135. https://doi.org/10.1111/j.1750-8606.2011.00192.x
   PubMed Web of Science ®Google Scholar
• Whitten, T., Stevens, R., Ructtinger, L., Tzoumakis, S., Green, M. J., Lauren, K. R., Holbrook, A., & Carr, V. J. (2018). Connection to the natural environment and well-being in middle childhood. Ecopsychology, 10(4), 270–279. https://doi.org/10.1089/eco.2018.0010
   Google Scholar