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1.
Several studies have found a relationship between college students’ academic majors and their environmental attitudes and behaviors. Results from this study of incoming first-year students at a medium-sized public university suggest that students majoring in different programs of study were likely to have different environmental attitudes and behaviors. There were also differences in the proportions of women, political liberals, and financially secure students in each of the different majors. When controlling for the effects of gender, political ideology, and financial security, incoming business majors scored lower on two of the four measures of environmentalism than incoming students in the other majors. The findings in this study suggest that incoming students choose majors that are consistent with their worldviews.  相似文献   

2.
Environmental degradation is a general problem but it is often more serious in developing nations where levels of awareness are lower than in industrialized countries. There is, therefore, a need particularly in developing countries to increase pro-environmental attitudes and behaviors. In this paper, we report the results of a quasi-experimental study designed to change environmental attitudes and environmental behaviors among 263 science pre-service teachers. The treatment consisted in the form of a green chemistry curriculum. We found statistically reliable changes in environmental attitudes, as measured by the New Ecological Paradigm, and in eight self-reported environmental behaviors. The Bayesian t-test suggests that the evidence for the changes to have been the result of the green chemistry curriculum is decisive. We conclude that the green chemistry curriculum constitutes a suitable context: (a) for supporting pre-service teachers in their development of pro-environmental attitudes and (b) for changing the levels of self-reported pro-environmental actions.  相似文献   

3.
Studies suggest that at engineering universities, where the percentage of males and engineering majors is high, pro-environmental attitudes are likely to be weak and may not change. The 15-item New Ecological Paradigm (NEP) scale was used to measure differences in student attitudes before and after an environmental studies course. Results revealed students held more pro-environmental attitudes about the validity of the ecological crisis, the existence of resource constraints, and the delicacy of nature's balance after the course. Students did not shift their views regarding the domination of humans over the environment or their belief in human ingenuity to overcome resource limits. Engineering majors showed weaker endorsement of the NEP compared to non-engineering majors, but the increase in their endorsement after the course was statistically significant.  相似文献   

4.
Outdoor recreation participation has increased over the past decades and is projected for further growth. Given the increase, it is important to assess recreationists’ environmental values, activity style, general, and site-specific attitudes and behaviors to promote environmental stewardship, and to develop effective strategies in natural resource management and public policy. This study explored recreationists’ environmental attitude-behavior relationship and the impact of outdoor recreation activity orientation (as a mediator variable) on attitude-behavior correspondence. Overall, attitudes exhibited stronger direct relationships with behaviors, when compared to the effect of participation on behaviors. The influence of activity participation on attitude-behavior correspondence was not significantly demonstrative. The association between participation in outdoor recreation and environmentalism is complex, and there is a need for additional research to better understand the relationship.  相似文献   

5.
Almost any pro-environmental behavior arouses a temporal conflict, as protecting long-term interests requires the sacrifice of short-term ones. Similarly, many health promoting behaviors may involve present discomfort for the sake of future well-being. In both contexts, health or environmental, developed future orientation (FO) is required to succeed in achieving long-term goals. This study examined FO, measured by Zimbardo's time perspective inventory (ZTPI), in both contexts in a sample of 333 Israeli undergraduate students. FO correlated positively with health concern and behavior. In the environmental context, the results were different. Highly future-oriented (according to ZTPI) respondents did not express stronger pro-environmental attitudes, and their willingness to sacrifice for the sake of the environment was significantly lower. They adopted pro-environmental behavior only if it coincided with their personal benefit. The study suggests that the future of the environment may not be perceived in the same way as people's personal future health. The implications for environmental education and communication are discussed.  相似文献   

6.
Abstract

This study investigates how the grid-group two-dimensional cultural theory (CT) of Douglas and Wildavsky, demographic attributes, and partisan identification are associated with environmentalism in Taiwan, in comparison to the Weather, Society, and Government survey collected in the United States. Results reveal that partisan identification better explains environmental attitudes and concerns in Taiwan, but its explanatory power is not comprehensive. Gender and age explain environmental concerns in Taiwan but not environmental attitudes. The impact of CT on environmentalism appears in the Taiwanese environmentalist’s group but not in the public, whereas CT has satisfactory power in explaining environmentalism in the United States.  相似文献   

7.
We conducted surveys of adults participating in municipally sponsored volunteer events in the Portland, OR metropolitan area in order to understand the range of attitudes and behaviors associated with volunteer work. We sampled 172 individuals in 18 events from February to June 2012. Principal components and factor analyses of survey responses identified three groups based on annual frequency of participation in stewardship events: first-time volunteers, mid-level volunteers (3–10 events per year), and frequent volunteers (>10 events per year). Our analyses revealed three main factors that explained the variation in survey response for the three volunteer groups: environmental identity, private pro-environmental behavior, and civic engagement. All three factors were positively correlated with frequency of participation in stewardship events, with the most frequent volunteers indicating the highest degree of attention to environmental issues, environmental identity, and self-reported pro-environmental behaviors. Frequent volunteers were more likely to feel personally attached to their local environment, believe that their efforts help solve environmental problems, and enjoy being part of community efforts. These results suggest that stewardship activities provide opportunities for volunteers to interact with others while working collectively toward restoring and maintaining parks, which may contribute to more resilient communities.  相似文献   

8.
The authors’ research investigated young people’s environmental worldviews using the revised ‘New Ecological Paradigm’ scale for children. The scale is a widely used measure of people’s shifting worldviews from a human dominant view to an ecological one, with humans as part of nature. However, the scale has not been used with children. By administering the scale to children aged 13–15 in Belgium and Zimbabwe, the authors found statistical differences between the two subgroups in their perspectives on human–environment interactions. Children in Zimbabwe and Belgium display ecological worldviews but differences occur at the human dominance dimension. Respondents in Belgium believe in human–nature equality, whereas Zimbabwean youngsters feel more dominant over nature and emphasize a utilitarian view of the environment.  相似文献   

9.
Abstract

Since education aims to offer applicable knowledge, studying knowledge–behavior relationship is of key importance in promoting environmental education. But there is scarcity of studies addressing the relationship between knowledge and real behavior choices. We examined the connection between environmental knowledge and behavior (self-reported and measured in an operative way) among 10-12-year-old students, with special focus on the potential mediating role of attitudes. The main research question was whether knowledge (measured with an achievement test) correlates with actual environmental behavior, and how mental accessibility of environmentalism is related to the relationship between knowledge and actual behavior (i.e. choosing a material for completing a manual task). The study with 325 persons revealed that although the positive connection between knowledge and self-reported behavior was fully mediated by environmental attitudes, knowledge was just slightly related to actual behavior, even when the topic of environmentalism appeared before the behavior choice. However, behavior was related to school, suggesting that school-level socialization (beyond the knowledge transfer) is highly influential in forming environmental behavior. The difficulties of studying actual behavior and implications of our findings for practitioners from the field of environmental education are discussed.  相似文献   

10.
Self-efficacy is a parameter capable of predicting change in teacher behavior. We designed a questionnaire to investigate self-efficacy for promoting Education for Sustainability (EfS), which includes pro-environmental behaviors and environmental attitudes, to answer the question: What characteristics of self-efficacy for promoting EfS among pre-service teachers allow promotion of EfS in the private and public spheres? Findings reveal that skill is the key predictor of self-efficacy in promoting EfS. The characteristics of a pre-service teacher with a high level of self-efficacy for promoting EfS included positive attitudes towards the environment, pro-environmental behaviors in the private and public spheres, and belief in the EfS course providing relevant skills for promoting EfS. Outside of the school, a high level of self-efficacy is characterized by pro-environmental behaviors in the private and public sphere. We conclude that EfS courses should emphasize skills as a key to increasing self-efficacy in promoting EfS.  相似文献   

11.
In Canada, there exists a noteworthy educational initiative referred to as Environmental Studies Programs (ESPs). These secondary school programs are interdisciplinary, helping to link subject matter and encouraging student responsibility. The results of two case studies of Ontario ESPs that analyze the impact of ESP participation on students’ attitudes to, and relationships with, the environment and the extent to which program participation informs domestic pro-environmental behaviors and/or emancipatory social and environmental actions are presented. The results from the focus group sessions indicate that students believe that they can effect environmental change but that they struggle with ways to meaningfully enact that change in light of ‘real world’ constraints.  相似文献   

12.
The transformation to sustainable social systems requires both individual and collective pro-environmental behaviors. In this study, we quantified the impacts of factors that promote or impede collective pro-environmental behaviors around the use of renewable energy. An online questionnaire was completed by Japanese high school and college students, and covariance structure analysis was performed on groups with strong or weak intention to participate in collective behaviors and groups with rich or little experience with community activities. Our results revealed that the belief that a global environmental crisis can be avoided by individual efforts was negatively related to collective behavioral intention. We also found that environmental education that aimed to enhance attachment to community and social norms, would be effective for the youth with weak collective behavioral intention, but not so for youth with strong collective behavioral intention. It would be more effective for youth with strong collective behavioral intention to learn the practical approaches for community participation and raise awareness of the perceived importance of collective pro-environmental behaviors.  相似文献   

13.
By using a panel design in a sample of 298 undergraduate/master students at an Italian public university, the present study aimed to test longitudinally the interplay among environmental attitudes, pro-environmental behavior, social identity, and pro-environmental institutional climate. The relationships were tested with cross-lagged analysis based on two waves over a 2-month period. The cross-lagged panel analysis revealed positive cross-lagged effects of social identity on environmental attitudes and pro-environmental institutional climate perceptions on social identity. Environmental attitudes and social identity at Time 1 did not predict Time 2 pro-environmental behavior. Pro-environmental behavior at Time 1 did not predict Time 2 environmental attitudes. Pro-environmental institutional climate perceptions at Time 1 did not predict Time 2 pro-environmental behavior. Finally, social identity at Time 1 did not predict Time 2 pro-environmental institutional climate perceptions.  相似文献   

14.
Abstract

In two studies, the role of nature experiences and social norms during childhood is explored next to adulthood biospheric values, connectedness to nature, environmental identity, and objective knowledge in relation to pro-environmental behaviors. Study 1 (N?=?185) tested the hypothesized model in the realm of general pro-environmental behaviors and sustainable fruit consumption on a sample of students. Study 2 (N?=?155) tested the model in the realm of sustainable seafood consumer choice on a general population sample. Path analyses show consistent results across samples. Results show that childhood nature experiences and exposure to pro-environmental social norms during childhood are related to adulthood development of connectedness with nature and biospheric values; these, in turn, help in shaping adulthood environmental self-identity ultimately influencing the enactment of sustainable food choices during adulthood. These findings point toward the relevance of childhood experiences for pro-environmental behaviors as compared to the provision of information. The role of objective knowledge across samples is inconsistent, thus requiring future investigations.  相似文献   

15.
The adequate preparation of teacher education students in environmental education is a prerequisite for their future ability to design and implement effective environmental education. This longitudinal study compared the environmental literacy of 214 students at the onset and towards the end of their studies, in three academic colleges of education in Israel. A questionnaire and a paired pre‐test–post‐test design were used to explore environmental literacy variables and their perceptions regarding the contribution of their college studies to their environmental literacy and worldviews. Students towards the end of their studies reported increased involvement in most of the study’s environmental behaviour categories as compared to the beginning. Despite this, the pattern characterizing their environmental behaviour did not change: a negative relationship was found between the frequency at which they engaged in different behaviour categories and the environmental‐commitment‐level of the corresponding category. Overall, while their environmental attitudes were positive, both as beginning and advanced students, their level of environmental knowledge remained low. Advanced students noted the limited contribution of their studies to the development of their environmental literacy and worldviews. In spite of the improvement in students’ environmental literacy over the course of their studies, the levels of their environmental literacy towards the end of studies are still inadequate for educators. The findings from this study are of relevance to decision makers bringing environmental education into the policy of teacher education institutions, and for program developers, on effective directions for integrating environmental education given the structures and frameworks of current programs.  相似文献   

16.
This study aims to determine if primary school children’s environmental attitudes can be predicted by whether their school had been designed or adapted for sustainability. A New Ecological Paradigm (NEP) scale for children was adopted to measure attitudes, with supplementary questions added to align this scale to the Australian context of the study. In addition, the original adult NEP scale was used to determine relationships between children’s environmental attitudes, their School Design and their Parents’ and Teachers’ Environmental Attitudes. Data collected from grade 4, 5 and 6 primary school children, their parents and teachers were analysed via three multiple regressions. The results indicate that sustainable design in schools improves the environmental attitudes of children towards perceptibly green building features, such as solar panels, the use of recycled water, natural daylighting and outdoor classrooms including food-producing gardens.  相似文献   

17.
The environmental integrity of many urban protected areas in developing countries is at risk and the important mission to reach out to people living close to them provides a special opportunity to spread the conservation message. Guided visitation to urban national parks with the necessary and appropriate interpretation can contribute towards environmental education in general and can also be the point of departure in nurturing environmental stewardship. The research reported here focuses on the evaluation of a three-day nature-learning experience by schoolchildren to Table Mountain National Park. Data were collected through pre- and post-visit questionnaires and supplemented by informal discussions with learners and teachers. It was found that the environmental interpretive programme had a minimal impact on the learners’ environmental knowledge, it had a reasonable impact on the pro-environmental attitudes but the findings also indicated that the behavioural impacts were limited. Other important findings were related to behaviours of learners towards environmental issues in general and critical areas in simple pro-environmental behaviour that could be emphasised in future edutainment experiences to contribute more substantially towards moulding stewardship behaviour among young school children.  相似文献   

18.
Environmental education programs aiming to enhance children's environmental attitudes in a pro-environmental direction require background information, such as age and sex differences, to ensure appropriate design. We used the 2-MEV model with its domains preservation and utilization of nature to assess a four-day program at an educational field center with students 9–10 and 11–13 years of age. A pre- and post-retention test design revealed younger students to be more responsive concerning positive attitude shifts than older students, whereas the sexes were equally influenced. Program developers should consider that education has a stronger effect on young children's environmental attitudes.  相似文献   

19.
The current study investigates determinants of young Australians’ pro-environmental intentions and actions. Two samples of young people took part in the research: 12 - 17-year-olds (N = 1529) currently in secondary schooling and 18 - 24-year-olds (N = 2192) in post-secondary schooling or workforce. All participants completed an online ‘Youth and the Environment Survey’ that assessed perceived responsibility of community and government to protect the environment, locus of control, environmental concern, self-reported environmental knowledge, pro-environmental intentions, pro-environmental behaviour and environmentally harmful behaviour. Attributing greater responsibility to the community was related to more positive environmental intentions and actions, whereas, attributing greater responsibility to the government for environmental protection was related to more negative environmental intentions and behaviour. In addition, young people with higher environmental concern and knowledge, and a more internal locus of control in relation to the environment, reported stronger pro-environmental intentions and behaviour, and less environmentally harmful behaviour.  相似文献   

20.
Abstract

This study contributes to an operationalization of the concept of action competence for sustainability through the theoretical development and empirical validation of a new 12-item Likert-scale questionnaire: the Self-Perceived Action Competence for Sustainability Questionnaire, SPACS-Q. Other scales in environmental and sustainability education (ESE) typically measure concepts such as pro-environmental and sustainability attitudes and behaviors, and therefore do not fully cover the concept of action competence for sustainability. An action differs from a ‘mere’ behavior in that it is voluntary and targeted at bringing about change, which is the overarching goal of ESE. We define action competence as a latent capacity among individuals to act sustainably. We introduce a novel scale measuring this seminal concept. Totally, 614 Swedish adolescents aged 12-19 participated in this study. The scale includes three latent subconstructs: i) knowledge of action possibilities, ii) confidence in one’s own influence, and iii) the willingness to act. Confirmatory factor analyses, reliability measures and investigation of convergent validity reveal a questionnaire instrument with excellent psychometric quality. We put forward that the SPACS-Q is a novel and theory-driven, empirically reliable and valid, instrument, and encourage fellow researchers to use the SPACS-Q when investigating people’s action competence for sustainability in various contexts.  相似文献   

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