地方依恋指的是人和地方的联系，特别是情感联系，恢复性环境指的是能使人们更好的从心理疲劳以及和压力相伴随的消极情绪中恢复过来的环境，这两者都是国外环境心理学的研究热点。以往地方依恋和恢复性环境的研究大多集中在成人方面，而本研究将地方依恋和恢复性环境应用于青少年，考察中学生对环境（包括学校、家、微环境）的依恋及依恋对中学生的情绪和注意的影响。研究一选取浙江省某中学初一至初三3个年级285名中学生，采用地方依恋和恢复性量表测量青少年地方依恋和恢复性感受的发展特点。结果表明：（1）地方依恋量表和恢复性环境量表在青少年被试中重新修订后具有良好的信度和效度；（2）中学生对家的依恋得分最高，学校次之，微环境最低（皇城沙滩和石浦老街），同时家对中学生的恢复性最高，其次是学校和具有自然景观的微环境（皇城沙滩），最后是文化景观（石浦老街）；（3）地方依恋的年级和性别特点。地方依恋不存在年级和性别的差异；（4）恢复性环境的年级和性别特点。就恢复性环境的年级差异来看，总体而言，家对初二年级、初三年级学生的恢复性高于初一年级，学校和微环境没有年级差异。家、学校和微环境对个体的恢复性感受没有性别差异；（5）地方依恋和恢复性感受显著相关，即依恋程度高的环境对个体的恢复性越高，依恋程度低的环境对个体的恢复性也低。 基于地方依恋和恢复性感受相关，研究二选取研究一中的72名被试，进一步探讨依恋对青少年情绪（恢复性感受之一）的影响，结果表明，（1）低分沙滩组对厌恶的反应时快于高分沙滩组；（2）低分几何组对厌恶的反应时与高分几何组上没有差异；（3）四个组对高兴的正确率和反应时以及对厌恶的正确率上没有差异。这说明，青少年依恋程度高的环境图片会导致被试对厌恶的反应时减慢，而控制图片（几何图片）并不会影响被试的情绪。 研究三的被试同研究二，进一步探讨了依恋对青少年注意（恢复性感受这一）的影响，结果表明，（1）四个组别在前后测注意任务的正确率上没有显著差异；（2）四个组别在注意任务上的后测反应时慢于前测反应时；（3）环境图片对被试在注意任务上的正确率和反应时没有影响。这说明，环境图片没有助于提高被试的集中注意能力。 总之，地方依恋和恢复性感受相关，而且青少年对微环境的依恋会影响到两种恢复性感受之一的情绪，但没有影响到注意。

Place attachment refers to the connection between people and environment, especially emotional, while restorative environments focus on environments where people can recover form stress and mental fatigue. Both of them are the focus of environmental psychology abroad, the participants of former study are adult, so this article select adolescent as participant. The paper try to investigate whether adolescents attach to micro environment or not, and its role on emotion and attention regulate.Study 1 select 285 senior students from Zhejia province. In study 1, place attachment scale and restorative environments scale were revised, and apply on adolescents, then examine the developmental feature of their place attachment and restorative. It shows that: (1) after revised, place attachment scale and restorative environments scale had good reliability and validity; (2) adolescent attach to home most, and then school, the last is micro environment (HuangCheng beach and traditional street of ShiPu), at the same time, for adolescent, home rank the first one of restorative environments, and then school and HuangCheng beach( nature environment), the last is traditional street of ShiPu (cultural environment); (3) grade and gender difference of place attachment didn’t exist; (4) gender difference of restorative environments didn’t exist，while grade difference of restorative environments exist, that is home is more restorative for grade 2 and grade 3; (5) place attachment is correlated with restorative, which means environment which adolescent more attached to is more restorative, while environment which adolescent less attached to is less restorative.Based on study 1, study 2 further illustrated how place attachment effect adolescents’ emotion. The results showed that: (1) response time to disgust expression was significantly different between the low score group and high score group; (2) the response time to disgust of the low score control group and the high score control group is not significantly different; (3) the mean response accuracy of facial expressions of joy and disgust, and response time to joy was not significantly difference.Based on study1, study 3 try to examine the effect of place attachment on emotion, the results showed that, (1) after seeing picture, the number of correct responses was not different; (2) after seeing pictures, the reaction time was slower; (3) seeing picture didn’t affect adolescents’ attention.In sum, place attachment scale and restorative environments scale is suitable for adolescents, and the attachment to micro environment will effect adolescents’ emotion, but not attention.