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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.
Environmental problems have attracted increasing attention, yet individuals’ connectedness to nature remains a significant concern for potential solutions to these problems. In this article, we propose a novel method to promote connectedness to nature: mindful learning. One hundred and thirty-four students participated in the experiment. First, baseline measurements using the Connectedness to Nature Scale were obtained. Participants were then assigned to either a mindful or mindless learning condition. Finally, as a posttest, participants completed the Implicit Association Test and the Inclusion of Nature in the Self Scale. The performance of the mindful-learning group was better for both measures. Participants in the mindful-learning condition performed better on the Implicit Association Test and scored higher on the Inclusion of Nature in the Self Scale. These results provide empirical evidence that mindful learning may promote connectedness to nature, both implicitly and explicitly.