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<p>While nature contact is increasingly recognized for its health benefits, its role in human development and learning remains insufficiently examined. The present meta-analysis aimed to investigate (a) the extent to which nature contact predicts social functioning, cognitive functioning, and academic performance, (b) whether these associations vary across developmental stages, and (c) whether objective and subjective nature contact show differential associations with these outcomes. Drawing on 74 reports (669 effect sizes, <i>N</i> = 3,032,512), the three-level meta-analytic model revealed significant positive associations between nature contact and social functioning (<i>r</i> = 0.208, 95% CI [0.117, 0.299]), cognitive functioning (<i>r</i> = 0.034, 95% CI [0.019, 0.049], <i>p</i> &lt; 0.001), and academic performance (<i>r</i> = 0.065, 95% CI [0.007, 0.123], <i>p</i> = 0.028). Developmental stage moderated the associations between nature contact and social and cognitive functioning but not academic performance. For social functioning, effect size was stronger during the preschool years (<i>r</i> = 0.329, <i>p</i> = 0.002) and adulthood (<i>r</i> = 0.224, <i>p</i> &lt; 0.001).&#xa0;Cognitive functioning exhibited developmental stage-specific sensitivity, with significant effects observed during the preschool (<i>r</i> = 0.059, <i>p</i> &lt; 0.001), early elementary (<i>r</i> = 0.043, <i>p</i> = 0.002), later elementary (<i>r</i> = 0.031, <i>p</i> = 0.012), and middle school years (<i>r</i> = 0.059, <i>p</i> = 0.010). Notably, the type of nature contact exhibited domain-specific patterns: subjective contact was more strongly associated with social functioning (<i>r</i> = 0.237, <i>p</i> &lt; 0.001), whereas objective contact showed greater benefits for cognitive functioning (<i>r</i> = 0.034, <i>p</i> &lt; 0.001). These findings advance theoretical understanding of the relationship between nature contact and human development, suggesting that developmentally tailored and type-specific interventions may optimize outcomes. From an educational and urban planning perspective, we recommend leveraging both objective and subjective nature contact to design targeted interventions that enhance social, cognitive, and academic outcomes across the lifespan.</p>

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Differential Effects of Objective and Subjective Nature Contact on Social, Cognitive, and Academic Outcomes across the Lifespan: A Three-Level Meta-Analysis

  • 期刊论文

  • 发表日期：

    2025年8月23日

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  • Haoning Liu,
  • Xinyi Yang,
  • Wei Shao,
  • Xiao Yu

摘要

While nature contact is increasingly recognized for its health benefits, its role in human development and learning remains insufficiently examined. The present meta-analysis aimed to investigate (a) the extent to which nature contact predicts social functioning, cognitive functioning, and academic performance, (b) whether these associations vary across developmental stages, and (c) whether objective and subjective nature contact show differential associations with these outcomes. Drawing on 74 reports (669 effect sizes, N = 3,032,512), the three-level meta-analytic model revealed significant positive associations between nature contact and social functioning (r = 0.208, 95% CI [0.117, 0.299]), cognitive functioning (r = 0.034, 95% CI [0.019, 0.049], p < 0.001), and academic performance (r = 0.065, 95% CI [0.007, 0.123], p = 0.028). Developmental stage moderated the associations between nature contact and social and cognitive functioning but not academic performance. For social functioning, effect size was stronger during the preschool years (r = 0.329, p = 0.002) and adulthood (r = 0.224, p < 0.001). Cognitive functioning exhibited developmental stage-specific sensitivity, with significant effects observed during the preschool (r = 0.059, p < 0.001), early elementary (r = 0.043, p = 0.002), later elementary (r = 0.031, p = 0.012), and middle school years (r = 0.059, p = 0.010). Notably, the type of nature contact exhibited domain-specific patterns: subjective contact was more strongly associated with social functioning (r = 0.237, p < 0.001), whereas objective contact showed greater benefits for cognitive functioning (r = 0.034, p < 0.001). These findings advance theoretical understanding of the relationship between nature contact and human development, suggesting that developmentally tailored and type-specific interventions may optimize outcomes. From an educational and urban planning perspective, we recommend leveraging both objective and subjective nature contact to design targeted interventions that enhance social, cognitive, and academic outcomes across the lifespan.