Nature and well-being in seven European cities: The moderating effect of connectedness to nature.

Well-being is transversal to different urban-related challenges such as increasing urbanization or adaptation to the effects of climate change. One possible response to these challenges is the use of nature in cities. The aim of this study is to investigate how the objective quantity of natural space near the home, the perception of these natural elements, and their perceived availability, moderated by the effect of connectedness to nature, could explain levels of well-being. A survey was conducted among a sample of 1343 participants living in seven European cities. Data were collected online via a questionnaire. Indicators of the objective quantity of urban natural space based on remotely sensed satellite imagery were also used. Regression models highlight the association between well-being and perceived amount of nature, accessibility to a community garden, and level of connectedness to nature. A moderating and negative effect of connectedness to nature on the association between the perceived quantity of nature and well-being was also identified. Perception of nature seems to be a better indicator of well-being than the objective one. Results highlight the importance of the social dimension of collective gardens in enhancing well-being. Connectedness to nature could facilitate appropriation of natural elements and its effects on well-being.

"Connectedness to Nature Scale": Validity and Reliability in the French Context.

Connectedness to nature represents the relationship of the self with the natural environment and has been operationalized using different scales. One of the most systematically studied in the Anglo-Saxon context is the Connectedness to Nature Scale (CNS). In an attempt to study the psychometric properties of this instrument in a French-speaking context, three studies (Study 1 n = 204, Study 2 n = 153, and Study 3 n = 322) were carried out in France to provide evidence of the internal consistency of the CNS, as well as its convergent, discriminant, and predictive validity. Moreover, as anticipated, positive correlations between the CNS and the environmental identity and environmental concerns scales were observed. Based on factorial analyses of maximum likelihood and reliability, an improvement in the psychometric properties was identified by eliminating three items. Through confirmatory factor analysis, the factorial structure and the psychometric properties of the CNS French version were confirmed, as well as their significate regression prediction on eudaimonic wellbeing.

The relationship between learning styles and motivation to transfer of learning in a vocational training programme / Relación entre estilos de aprendizaje y motivación para transferir aprendizajes en formación profesional

Although there is ample research about Kolb's learning styles, few studies have examined their relationship with motivations to transfer, a concept used to assess whether the content and competencies learned through professional training activities are transferred to the workplace context. Ninety-six students (M = 24.58 years old; 99% males) from three vocational training institutes participated in laboratory activities at the Renewable Energy Research Institute of the University of Castilla-La Mancha, Spain. They completed a selfadministered questionnaire that included the Kolb's Learning Styles Inventory; two scales adapted to measure student motivation to transfer their learning from training experiences; and a scale of satisfaction with the activities. A correlation analysis showed positive and moderately strong correlations (r = .708; p < .01) between motivations to transfer and "the relevance of the activities to academic performance". A discriminant analysis between transfer and learning styles revealed that the "Student training motivation" item resulted in a distinct difference between assimilators and convergers, explaining 97.1% of the model variance (Wilks' λ = .459; ­χ² = 21.028; Sig. = .002) and classifying 56.4% of the cases. A discussion is presented as to the implications of these results for the theory of learning styles and the ways in which the design of the educational activities described in the study can be improved.

Aunque abundan investigaciones sobre los estilos de aprendizaje de Kolb, escasean estudios sobre su relación con la motivación para el transfer, un concepto utilizado para evaluar la transferencia de contenidos y competencias adquiridas en actividades de formación al contexto laboral. Noventa y seis estudiantes (M = 24.58 años de edad; el 99% varones) de 3 institutos de formación profesional participaron en actividades de laboratorio en el Instituto de Energías Renovables de la Universidad de Castilla-La Mancha, España. Completaron un cuestionario autoadministrado que incluía el Inventario de Estilos de Aprendizaje de Kolb; 2 escalas adaptadas para medir la motivación para el transfer de los estudiantes; y una escala de satisfacción con las actividades. Se observan correlaciones positivas y moderadamente fuertes (r = .708; p < .01) entre el transfer y la «valoración de la utilidad de las prácticas para sus actividades académicas¼. Un análisis discriminante entre el transfer y los estilos de aprendizaje reveló que «la motivación de los estudiantes¼ diferencia claramente entre asimiladores y convergentes; lo que explica el 97.1% de la varianza modelo (Wilks λ = .459; χ ² = 21.028; Sig. = .002) y una clasificación del 56.4% de los casos. Se discuten las implicaciones para la teoría de los estilos de aprendizaje y las mejoras en el diseño de este tipo de actividades.