Social Behaviour
Conditions
Keywords
prosocial behaviour, social connectedness, adolescent
Brief summary
We used a mixed-methods approach involving a RCT study followed by focus group discussions to obtain a more integrative understanding of the effects of a 10-week nature-noticing intervention.
Detailed description
Initially, 127 students were recruited from a Hong Kong secondary school. Half of the students (n = 63) were randomly assigned to a 10-week intervention by the school teacher; the students' preferences did not affect the assignments. They were asked to take pictures of nearby nature and share the photos, along with their reflections on what they noticed, in the group chat twice a week for 10 weeks. The other half of the students (n = 64) were not assigned any tasks and served as the control group. Two participants who did not complete the baseline questionnaire were excluded. This resulted in 125 (98.4%) participants who were included in the analysis. Power analysis indicated that the minimum sample size of 54 participants was required for this study, with an alpha level of 0.05, a power of 0.95, and a small-to-medium effect of f(v) = 0.25. The students who more proactively engaged in the 10-week nature photo-taking and sharing were invited to the focus group discussion after the intervention. These participants shared their emotions and thoughts in detail, along with a wider variety of photographic topics, indicating more in-depth observations of their nearby nature. A total of nine participants took part in the discussion.
Interventions
BEHAVIORALNature-noticing intervention
Participants were asked to notice nearby nature (i.e. 'anywhere with some nature'), to take a photo when they noticed a specific object or scene in nature evoked a strong emotion in them, and to write down thoughts and emotions twice a week for 10 weeks. Participants were further instructed that and upload it to the group chat along with a brief description of the emotions that were evoked.
Sponsors
The Chinese University of Hong Kong, Shenzhen
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
15 Years to 17 Years
Healthy volunteers
Yes
Inclusion criteria
* Hong Kong secondary school students * 15-17 years
Exclusion criteria
* Students receiving intensive psychiatric treatment
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Prosocial behaviour | Baseline and 10 weeks | Participants' prosocial behaviour was measured using a subscale of the Strengths and Difficulties Questionnaire (SDQ). In the SDQ, prosocial behaviour is associated with individuals' ability to relate well with their peers and engage in actions that benefit those around them. Five items are measured on a 3-point Likert scale, ranging from 1 (not true) to 3 (certainly true). Higher scores indicate greater degrees of prosocial behaviour. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Social Connectedness | Baseline and 10 weeks | Social Connectedness Scale - Revised (SCS-R) measures the degree to which youth feel connected to others in their social environment. The SCS-R contains 20 items (10 positive and 10 negative) measured on a 6-point Likert scale, ranging from 1 (strongly disagree) to 6 (strongly agree). The negatively worded items are reverse-scored, summed with the positive items and divided by 20 to obtain a total score. Higher scores indicated a greater sense of belonging, closeness and support. |
| Empathy | Baseline and 10 weeks | Interpersonal Reactivity Index (B-IRI) measures the degree to which individuals can empathise with others. Among the four sub-scales, empathic concern and perspective-taking were used to obtain the total IRI score \[28\]. The eight items were measured on a 5-point Likert scale, ranging from 1 (does not describe me well) to 5 (describes me very well). Higher scores indicate a greater sense of empathy. |
| Loneliness | Baseline and 10 weeks | The UCLA Loneliness Scale (ULS-8) measures the severity of respondents' feelings of loneliness. The scale contains eight items measured on a 4-point Likert scale, ranging from 1 (never) to 4 (often). Higher scores indicate a greater sense of loneliness. |
| Self-esteem | Baseline and 10 weeks | The Rosenberg Self-Esteem Scale (RSES) measures respondents' self-esteem. The RSES contains 10 items, which are measured on a 4-point Likert scale, ranging from 1 (strongly disagree) to 4 (strongly agree). |
Countries
Hong Kong
Contacts
PRINCIPAL_INVESTIGATOREun Yeong Choe, PhD
The Chinese University of Hong Kong, Shenzhen
Outcome results
None listed