Ecopsychology studies the relationship between human beings and the natural world through ecological and psychological principles. The field seeks to develop and understand ways of expanding the emotional connection between individuals and the natural world, thereby assisting individuals with developing sustainable lifestyles and remedying alienation from nature. We describe specific examples using a pedagogical framework for helping School students to engage, explore, explain, and elaborate the psychology behind nature. This approach should better prepare students with an understanding that ecological knowledge must be integrated with solutions that address psychological barriers if efforts to alter behavior related to nature world are to succeed.

1. Integrated Intelligent Research(IIR) International Journal of Business Intelligent
Volume: 04 Issue: 01 June 2015,Pages No.41- 43
ISSN: 2278-2400
41
Ecopsychology in Relationship between School
Students and the Natural World
M. Raja1
, D. Carol, K. Mary Stella, A. Anthonyraj and M. Muthulakshmi
P.G and Research Department of Advanced Zoology and BiotechnologyLoyola College, Chennai
loyo_raja2003@yahoo.co.in1
Abstract-Ecopsychology studies the relationship between
human beings and the natural world through ecological and
psychological principles. The field seeks to develop and
understand ways of expanding the emotional connection
between individuals and the natural world, thereby assisting
individuals with developing sustainable lifestyles and
remedying alienation from nature. We describe specific
examples using a pedagogical framework for helping School
students to engage, explore, explain, and elaborate the
psychology behind nature. This approach should better prepare
students with an understanding that ecological knowledge must
be integrated with solutions that address psychological barriers
if efforts to alter behavior related to nature world are to
succeed.
Keywords: Ecopsychology, School students, Natural world.
I. INTRODUCTION
Ecopsychology studies the relationship between human beings
and the natural world through ecological and psychological
principles. The scientific study of 'mind' and behavior (mental
and behavioral processes) both in individuals and in groups
(B.E.S., 2009). This subfield extends beyond the traditional
built environment of psychology in order to examine why
people continue environmentally damaging behavior, and to
develop methods of positive motivation for adopting
sustainable practices. Evidence suggests that many
environmentally damaging behaviors are addictive at some
level, and thus are more effectively addressed through positive
emotional fulfillment rather than by inflicting shame. The main
premise of ecopsychology is that while today the human mind
is shaped by the modern social world, it is adapted to the
natural environment in which it evolved. According to the
biophilia hypothesis of biologist E.O. Wilson, human beings
have an innate instinct to connect emotionally with nature,
particularly the aspects of nature that recall what evolutionary
psychologists have termed the environment of evolutionary
adaptiveness, the natural conditions that the human species
evolved to inhabit.Ecopsychology has been mostly a
humanistic, hard to test construction of 'relations' or
'connections' to the 'natural world‘ (Conesa-Sevilla, 2010).
When it comes to phrases that could become verifiable
constructs, such as 'nature connection', or “Nature Deficit
Disorder” (Louv, 2005) we enter the land of the conveniently
fuzzy. This characterization may seem harsh coming from an
ecopsychology sympathizer (Metzer, 1999). However, given
this lack of scientific rigor, it seems that ecopsychologists are
mostly content with becoming another mystical enterprise. The
field seeks to develop and understand ways of expanding the
emotional connection between individuals and the natural
world, thereby assisting individuals with developing
sustainable lifestyles and remedying alienation from nature.
Psychosocial Health
Factors Influencing Psychosocial Health
• External Factors That Influence Psychosocial Health
– Family
– The wider environment Social bonds
• Internal Factors That Influence Psychosocial Health
– Heredity
– Hormonal function
– Physical fitness
Mind-Body Connection
• Happiness: A Key to Well-being
• Three components of subjective well-being (SWB)
– Satisfaction with present life
– Relative presence of positive emotions
– Relative absence of negative emotions
The present study is to understand the relationship between the
school students and nature world among the Chennai city
school students of both urban and rural background.
II. MATERIALS AND METHODS SAMPLING
DESIGN: QUESTIONNAIRE
The questionnaire contained a series of 30 questions weighted
to check the emotional quotient and intellectual quotient in
relation to range of link to nature. Each question contains
multiple choices.
Type I: Yes or No

2. Integrated Intelligent Research(IIR) International Journal of Business Intelligent
Volume: 04 Issue: 01 June 2015,Pages No.41- 43
ISSN: 2278-2400
42
Type II: Never=1, Rarely =2, Occasionally =3 and very
frequently=4
Collection of sample
The questions were bilingual (Tamil and English) for better
understanding and comprehension. Prepared questionnaire was
circulated among the school students in urban areas of Chennai
city. The data was collected and analyzed using suitable
statistical tools.
Analysis of data
The collected data were generated and analyzed through
statistical software (SPSS version 11.0)
III. RESULTS AND DISCUSSION
The results summarize strongly and emphasis that we have
found positive associations between physical activity in school
and children’s physical fitness, concentration, memory,
behavior, and school satisfaction. The findings support and
clarify relationship between the academic performance,
physical activity and association with nature.Among the
population of students, majority(26%-42%) had very strong to
strong association with nature and they were very much linked
with it by involving in various activities, viz playing in the
park, rearing pet animals at home, growing plants at home,
visiting their home town( grandparents home with lots of
trees). Students enjoyed and were highly motivated by these
activities; students demonstrated improved school attitude and
achievement; and this also enhanced student bonding,
teamwork, and learning opportunities. This was in correlation
with Blair reviews research in the U.S. on school gardening
and its relationship to children’s learning and behavior. In her
review she highlighted why school gardens exist, which
include providing children experiences with natural
ecosystems, enhancing children’s understanding, helping
children develop environmental attitudes and behaviors.
(Fig,1,2)
Correlation of exposure nature and level of stress among the
students
“Coping with ADD: The Surprising Connection to Green Play
Settings,” by Andrea Faber Taylor; Frances E. Kuo; and
William C. Sullivan (2001) is one of the earliest studies to
explore the potential for contact with nature to have a positive
effect in reducing the impact of attention deficit disorder in
children. The present study also establishes the hypothesis that
greener a child’s everyday environment, the more manageable
they are and they experience lower level of stress in general.
The results were positive.
The fig3,4 highlight the finding that 1- v. strong association,2-
strong association 3.-low to negligible aasociation of Level of
stress and Academic performance. A precursor to Nancy
Wells’ study reported above, this research, reported in 2000,
shows that proximity to, views of, and daily exposure to
natural settings increases children’s ability to focus and
therefore enhances cognitive abilities.

3. Integrated Intelligent Research(IIR) International Journal of Business Intelligent
Volume: 04 Issue: 01 June 2015,Pages No.41- 43
ISSN: 2278-2400
43
A classic 1998 study by Dr. Stephen R. Kellert of Yale
University, with assistance from Victoria Derr, remains the
most comprehensive research to date to examine the effects on
teenage youth of participation in outdoor education,
specifically wilderness-based programs. Pronounced results
were found in enhanced self-esteem, self-confidence,
independence, autonomy and initiative. These impacts
occurred among both the retrospective and longitudinal
respondents in this study, which means, in part, that these
results persisted through many years. Our results indicate that
higher the exposure to nature and associated activities, higher
is the intellectual and emotional quotient and lower is the level
of stress. The students who had higher exposure and
connectivity with nature performed well in academics and also
were in peaceful co-existence with the people around them.
Creativity, physical competence, social skills, environmental
knowledge, confidence, and problem-solving ability are among
those benefits to children’s development. While this study may
be limited due to its cross-sectional design and focus on
school-level information, it provides valuable insight into the
benefits of natural views to high school students with
implications to developing responsible adults.
IV. CONCLUSION
Nature is important to children’s development in every major
way-intellectually, emotionally, socially, spiritually, and
physically. Play in nature, particularly during the critical period
of middle childhood, appears to be an especially important
time for developing the capacities for creativity, problem-
solving, and emotional and intellectual development. The study
indicates optimal learning opportunities at age-appropriate
times and differentiates between indirect, vicarious, and direct
experiences with nature-with the latter less and less available
to children. We urge designers, developers, educators, political
leaders and citizens throughout society to make changes in our
modern built environments to provide children with positive
contact with nature-where children live, play, and learn.
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