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* Mindful learning is applied into the domain of environmental protection. * We test the association between mindful learning and pro-environmental behavior in the perspective of self-expansion. * Mindful learning could influence self-reported pro-environmental behavioral intentions in both positive and negative ways. * The mindful-leaning material need to be carefully selected and employed.; This current article explores the differential effects of mindful learning on pro-environmental behavior from the perspective of self-expansion. A total of 253 participants were recruited for four experiments. In Study 1, the mindful-learning group reported greater levels of pro-environmental behavioral intentions compared to a randomized control. In Study 2, we utilized different learning materials focusing on self, humans, or the biosphere in three sub-experiments. Study 2a manipulated mindsets by a self-related focus and revealed participants in a mindfulness condition had lower pro-environmental behavioral intentions than those in the mindlessness group. Study 2b centered on humans and results showed that participants in a mindfulness group reported higher levels of pro-environmental behavioral intentions. Finally, Study 2c induced mindsets with a biospheric focus, showing participants in the mindful-learning condition had greater pro-environmental behavioral intentions. Combined, the studies provide empirical evidence that mindful learning could influence self-reported pro-environmental behavioral intentions both positively and negatively.
* Mindful learning is applied into the domain of environmental protection. * We test the association between mindful learning and pro-environmental behavior in the perspective of self-expansion. * Mindful learning could influence self-reported pro-environmental behavioral intentions in both positive and negative ways. * The mindful-leaning material need to be carefully selected and employed.; This current article explores the differential effects of mindful learning on pro-environmental behavior from the perspective of self-expansion. A total of 253 participants were recruited for four experiments. In Study 1, the mindful-learning group reported greater levels of pro-environmental behavioral intentions compared to a randomized control. In Study 2, we utilized different learning materials focusing on self, humans, or the biosphere in three sub-experiments. Study 2a manipulated mindsets by a self-related focus and revealed participants in a mindfulness condition had lower pro-environmental behavioral intentions than those in the mindlessness group. Study 2b centered on humans and results showed that participants in a mindfulness group reported higher levels of pro-environmental behavioral intentions. Finally, Study 2c induced mindsets with a biospheric focus, showing participants in the mindful-learning condition had greater pro-environmental behavioral intentions. Combined, the studies provide empirical evidence that mindful learning could influence self-reported pro-environmental behavioral intentions both positively and negatively.
Previous research has suggested that attitudes about environmental issues are rooted in the degree to which people believe that they are part of the natural environment. Researchers have distinguished between egoistic concerns, which focus on self, and biospheric concerns, which focus on all living things. In the current paper, we argue that the type of concerns a person develops about environmental issues is associated with the extent to which the individual believes that s/he is part of nature. We argue that this connection is implicit, and exists outside of conscious awareness. Two studies are reported on the relationship between implicit connections with nature and explicit environmental concerns, and on the cognitive strategies associated with egoistic and biospheric attitudes. Study 1 reports the results from a modified Implicit Association Test (IAT) designed to measure the degree to which people associate themselves with nature. Results showed a moderate positive relationship between biospheric concerns and implicit connections with nature, and a negative relationship between implicit connections with nature and egoistic concerns. Study 2 replicated this basic effect, and also examined the test–retest (immediate, 1 week, and 4 weeks) reliability of the explicit and implicit measures. Results are interpreted within a broad model of environmental inclusion.