# Exploring the pathways between physical activity, love for nature and eco-friendly behavior in children

## TL;DR

This study shows how physical activity and love for nature help children develop eco-friendly behaviors through attitudes and social norms.

## Contribution

It identifies a new pathway linking physical activity to eco-friendly behaviors via psychological and attitudinal mediators in children.

## Key findings

- Physical activity positively predicts love for nature in children.
- Love for nature influences attitudes, norms, and perceived control toward eco-friendly behaviors.
- Intentions to act eco-friendly strongly predict actual sustainable behaviors in students.

## Abstract

This study aims to examine the relationships between involvement in Physical Activity (PA), love for nature, attitudes, subjective norms, and Perceived Behavioral Control (PBC) toward, and intentions to perform eco-friendly behaviors. A general feeling of connectedness to nature and related attitudes has been shown to promote eco-friendly behaviors. However, the specific pathways through which this connectedness influences behavior have not been systematically examined.

Participants were 672 students aged 9–13 years old (M = 11.28, SD = 0.68) who completed several instruments measuring PA, the love and care for nature, and, based on the Theory of Planned Behavior (TPB), attitudes, subjective norms, PBC, and intentions to perform eco-friendly behaviors. Also, a list of pro-environmental behaviors, PA related behavior and energy-saving behaviors were distributed.

Serial-parallel mediation analyses showed that PA significantly (positively) predicted love for nature, which in turn significantly (positively) predicted attitudes, subjective norms, and PBC. These three TPB constructs significantly (positively) predicted students’ intentions to act in eco-friendly ways. In turn, intentions significantly (positively) predicted all three categories of eco-friendly behaviors. The models revealed significant direct and indirect effects, supporting a robust pathway from PA to sustainable behaviors via psychological and attitudinal mediators.

The findings underscore the value of the TPB in understanding how PA and a love for nature contribute to the development of positive attitudes, perceived social norms, and control beliefs related to eco-friendly behaviors among students. This study highlights the importance of fostering both PA and a connection with nature in educational settings, as these factors play a pivotal role in shaping students’ attitudes, subjective norms, PBC, intentions, and actual engagement in sustainable, eco-friendly actions. Future interventions to promote environmental responsibility among youth should integrate activities that foster both nature connectedness and active lifestyles within urban settings.