Fostering Children's Self-Efficacy Through Nature Education: Insights From a Wildlife Education Program in Rural China

Abstract

Emphasizing self-efficacy in nature education holds significant potential for achieving long-term conservation goals, such as fostering conservation support and engagement. However, the effect of nature education on children's self-efficacy is rarely evaluated, and there is a lack of clarity and evidence on how course design influences its development. Here, we evaluated the effect of nature education on children's course-developed self-efficacy using a mixed-methods design involving a wildlife-based education program implemented in 10 rural elementary schools across six provinces in China. Results indicated that the program significantly increased students' course-developed self-efficacy in learning about nature and personal development, as evidenced by a comparison between the “course” group (N = 403) and a “control” group (N = 132). Using linear mixed models, we found that course-developed self-efficacy also contributed to pro-nature intentions and behaviors, with self-efficacy being a more important predictor of the latter. Moreover, the qualitative data identified seven key pathways through which the course may enhance children's self-efficacy: positive reinforcement, teamwork, skill development, self-expression, role modeling, knowledge expansion, and a supportive atmosphere. We propose that self-efficacy is a crucial outcome of nature education and offer guidelines for maximizing its impact on future generations in rural China.

Keywords

environmental education / environmental stewardship / mixed-methods design / noncognitive factors / wildlife education

References

[1] Balaguer, Á., E. Benítez, A. Albertos, and S. Lara. 2020. “Not Everything Helps the Same for Everyone: Relevance of Extracurricular Activities for Academic Achievement.” Humanities and Social Sciences Communications 7: 79. https://doi.org/10.1057/s41599-020-00573-0.

[2] Bandura, A.1977. “Self-Efficacy: Toward a Unifying Theory of Behavioral Change.” Psychological Review 84: 191–215. https://doi.org/10.1037/0033-295X.84.2.191.

[3] Bandura, A. 1997. Self-Efficacy: The Exercise of Control. Macmillan.

[4] Bandura, A.2001. “Social Cognitive Theory: An Agentic Perspective.” Annual Review of Psychology 52: 1–26. https://doi.org/10.1146/annurev.psych.52.1.1.

[5] Børresen, S. T., R. Ulimboka, J. Nyahongo, P. S. Ranke, G. R. Skjaervø, and E. Røskaft. 2023. “The Role of Education in Biodiversity Conservation: Can Knowledge and Understanding Alter Locals' Views and Attitudes Towards Ecosystem Services?” Environmental Education Research 29: 148–163.

[6] Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3: 77–101. https://doi.org/10.1191/1478088706qp063oa.

[7] Bruyere, B. L., J. Copsey, and S. E. Walker. 2022. “Beyond Skills and Knowledge: The Role of Self-Efficacy and Peer Networks in Building Capacity for Species Conservation Planning.” Oryx 56: 701–709. https://doi.org/10.1017/S0030605322000023.

[8] Champine, V. M., M. S. Jones, S. Lischka, J. J. Vaske, and R. M. Niemiec. 2022. “Understanding Individual and Diffusion Behaviors Related to Native Plant Gardening.” Journal of Environmental Psychology 81: 101798.

[9] Dörge, L., M. Büscher, J. Drews, A. Eylering, and F. Fiebelkorn. 2022. “German Laypeople's Willingness to Donate Toward Insect Conservation: Application of an Extended Protection Motivation Theory.” Frontiers in Psychology 12: 773913. https://doi.org/10.3389/fpsyg.2021.773913.

[10] Gong, Y., Y. Li, L. Zhang, and Y. Sun. 2021. “Informal Learning in Nature Education Promotes Ecological Conservation Behaviors of Nature Reserve Employees—A Preliminary Study in China.” Global Ecology and Conservation 31: e01814. https://doi.org/10.1016/j.gecco.2021.e01814.

[11] Hamilton, S. H., W. S. Merritt, L. Carter, et al. 2022. “Affecting Behavioural Change Through Empowerment: Conceptual Insights From Theory and Agricultural Case Studies in South Asia.” Regional Environmental Change 22: 85. https://doi.org/10.1007/s10113-022-01939-7.

[12] Huang, Z., Z. Jing, Y. Bai, and Z. Fang. 2022. “Does Public Environmental Education and Advocacy Reinforce Conservation Behavior Value in Rural Southwest China?” Sustainability 14: 5505. https://doi.org/10.3390/su14095505.

[13] Ison, S., C. Cvitanovic, G. Pecl, A. J. Hobday, and I. van Putten. 2024. “The Role of Visual Framing in Marine Conservation Communication.” Ocean & Coastal Management 248: 106938. https://doi.org/10.1016/j.ocecoaman.2023.106938.

[14] Jones, M. S., and R. M. Niemiec. 2020. “Social-Psychological Correlates of Personal-Sphere and Diffusion Behavior for Wildscape Gardening.” Journal of Environmental Management 276: 111271.

[15] Kossybayeva, U., B. Shaldykova, D. Akhmanova, and S. Kulanina. 2022. “Improving Teaching in Different Disciplines of Natural Science and Mathematics With Innovative Technologies.” Education and Information Technologies 27: 7869–7891. https://doi.org/10.1007/s10639-022-10955-3.

[16] Kricsfalusy, V., C. George, and M. G. Reed. 2018. “Integrating Problem- and Project-Based Learning Opportunities: Assessing Outcomes of a Field Course in Environment and Sustainability.” Environmental Education Research 24: 593–610. https://doi.org/10.1080/13504622.2016.1269874.

[17] Lauren, N., K. S. Fielding, L. Smith, and W. R. Louis. 2016. “You Did, so You Can and You Will: Self-Efficacy as a Mediator of Spillover From Easy to More Difficult Pro-Environmental Behaviour.” Journal of Environmental Psychology 48: 191–199. https://doi.org/10.1016/j.jenvp.2016.10.004.

[18] Lynch, L., J. Dauer, W. Babchuk, T. Heng-Moss, and D. Golick. 2018. “In Their Own Words: The Significance of Participant Perceptions in Assessing Entomology Citizen Science Learning Outcomes Using a Mixed Methods Approach.” Insects 9: 16. https://doi.org/10.3390/insects9010016.

[19] Pajares, F.1996. “Self-Efficacy Beliefs in Academic Settings.” Review of Educational Research 66: 543–578. https://doi.org/10.2307/1170653.

[20] Perry, V., and M. A. Davenport. 2020. “An Inductive Framework of Self-Efficacy to Understand and Support Farmers in Conservation Agriculture.” Journal of Soil and Water Conservation 75: 198–208. https://doi.org/10.2489/jswc.75.2.198.

[21] Pirchio, S., Y. Passiatore, A. Panno, M. Cipparone, and G. Carrus. 2021. “The Effects of Contact With Nature During Outdoor Environmental Education on Students' Wellbeing, Connectedness to Nature and Pro-Sociality.” Frontiers in Psychology 12: 648458. https://doi.org/10.3389/fpsyg.2021.648458.

[22] Pradhananga, A. K., and M. A. Davenport. 2022. “‘I Believe I Can and Should’: Self-Efficacy, Normative Beliefs and Conservation Behavior.” Journal of Contemporary Water Research & Education 175: 15–32. https://doi.org/10.1111/j.1936-704X.2021.3370.x.

[23] Puri, M., K. O. Goode, K. L. Johannsen, and E. F. Pienaar. 2024. “Engaging Urban Residents in the Appropriate Actions to Mitigate Human–Wildlife Conflicts.” Conservation Science and Practice 6: e13074. https://doi.org/10.1111/csp2.13074.

[24] Qin, Z., Q. Wu, C. Bi, Y. Deng, and Q. Hu. 2024. “The Relationship Between Climate Change Anxiety and Pro-Environmental Behavior in Adolescents: The Mediating Role of Future Self-Continuity and the Moderating Role of Green Self-Efficacy.” BMC Psychology 12: 241. https://doi.org/10.1186/s40359-024-01746-1.

[25] Ray, D. 2006. Aspirations, Poverty, and Economic Change. Oxford University Press.

[26] Savari, M., F. Naghibeiranvand, and Z. Asadi. 2022. “Modeling Environmentally Responsible Behaviors Among Rural Women in the Forested Regions in Iran.” Global Ecology and Conservation 35: e02102.

[27] Savari, M., M. Yazdanpanah, and D. Rouzaneh. 2022. “Factors Affecting the Implementation of Soil Conservation Practices Among Iranian Farmers.” Scientific Reports 12: 8396. https://doi.org/10.1038/s41598-022-12541-6.

[28] Sawrey, B., J. Copsey, and E. J. Milner-Gulland. 2019. “Evaluating Impacts of Training in Conservation: A Case Study in Mauritius.” Oryx 53: 117–125. https://doi.org/10.1017/S0030605316001691.

[29] Schunk, D. H.1995. “ Self-Efficacy and Education and Instruction.” In Self-Efficacy, Adaptation, and Adjustment, The Plenum Series in Social/Clinical Psychology, edited by J. E. Maddux, 281–303. Springer US. https://doi.org/10.1007/978-1-4419-6868-5_10.

[30] Schunk, D. H., and F. Pajares. 2002. The Development of Academic Self-Efficacy. Development of Achievement Motivation: A Volume in the Educational Psychology Series. Academic Press.

[31] Smith, A. P., E. C. Metcalf, H. K. Nesbitt, et al. 2022. “Confidence, Community & Conservation: Exploring the Relationship Between Self-Efficacy and Experience in Female Hunters.” Journal of Outdoor Recreation and Tourism 40: 100568.

[32] Sutherland, W. J., M. P. Dias, L. V. Dicks, et al. 2020. “A Horizon Scan of Emerging Global Biological Conservation Issues for 2020.” Trends in Ecology & Evolution 35: 81–90. https://doi.org/10.1016/j.tree.2019.10.010.

[33] Vrselja, I., L. Batinić, and M. Pandžić. 2024. “Relationship Between Socioeconomic Status and Pro-Environmental Behavior: The Role of Efficacy Beliefs.” Social Sciences 13: 273. https://doi.org/10.3390/socsci13050273.

[34] Wu, H., and L. Mweemba. 2010. “Environmental Self-Efficacy, Attitude and Behavior Among Small Scale Farmers in Zambia.” Environment, Development and Sustainability 12: 727–744. https://doi.org/10.1007/s10668-009-9221-4.

[35] Zimmerman, B. J.2000. “Self-Efficacy: An Essential Motive to Learn.” Contemporary Educational Psychology 25: 82–91. https://doi.org/10.1006/ceps.1999.1016.

RIGHTS & PERMISSIONS

2025 The Author(s). Integrative Conservation published by John Wiley & Sons Australia, Ltd on behalf of Xishuangbanna Tropical Botanical Garden (XTBG).