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1.
The aim of the present study was to investigate the factors that influence volunteers to become involved in environmental action. The research focused on volunteers undertaking action in summer camps organised by an environmental non-governmental organisation (NGO) in Greece. The results suggest that the environmental issues addressed in volunteer programmes and the standards of volunteer organisations constitute critical predictors of a volunteer’s personal commitment to participation in an organisation. Learning and contact with nature clearly emerged as the most important factors in volunteer motivation. Furthermore, although the participants considered their environmental knowledge was sufficient to stimulate their action, they also recognised the importance of continuing to deepen that knowledge. Most of the volunteers had participated previously in environmental education (EE), but only a few considered this experience to have influenced their intention to undertake action. Finally, volunteers seemed to believe in the power of citizenship and expressed a high internal locus of control. The findings of this study could enhance NGOs’ understanding of what motivates volunteers and help them improve the quality and effectiveness of their volunteer programmes. EE practitioners could also use these findings to provide people with the proper capabilities to become consciously involved in voluntary environmental action. 相似文献
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Objective: Young people’s environmental views are typically conflicted, with little recognition of the links between environmental issues or between environmental responsibility and action. The purpose of this study was to clarify whether young people’s understanding of the environment is in conflict or whether they are forming interconnections between issues, responsibility and action that have not yet been identified. Methods: Data relating to environmental attitudes, responsibility, issues and action was collected from 305 high school students in south east Queensland. Regression analyses were used to identify variables that influenced the importance young people placed on environmental issues and actions. Results: Young people’s ideas about environmental responsibility influenced the level of importance they placed on global warming and resource consumption. Young people’s sense of hope and hopelessness were the main drivers of their endorsement of individualistic and political actions for the environment. Conclusions: The unifying factor that influenced young people’s ideas about the environment was a sense of hope. Thus, while young people may already be intuiting their own sense of environmental interconnectedness, it is essential that this is expanded so that young people recognise the links between environmental issues, and the logical pathways that lead from environmental responsibility to action. 相似文献
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In recent years, rapid changes in the Earth's climate and environment have influenced our lives greatly. The ocean occupies 70% of the Earth's surface and is intimately related to the regulation of climate, fostering of life, and also to social economy, as well as sports and leisure. Students in the senior years of primary education are in a phase of developing value systems. Concurrently, these students are also constantly using the Earth's resources. More importantly, they will play leading roles in the next generation. From the perspective of education, the learning status of student's cognition, attitudes, and behaviors regarding protection of the marine environment must be understood more clearly to avoid future mismanagement of marine environmental problems on the part of these students. Hence, this study uses correlative, regressive, and path statistical analysis to examine data collected from questionnaires. Results show that student knowledge of and attitudes toward marine environmental protection do not have significant influences on behaviors; however, student's marine environmental protection knowledge, attitudes, and behaviors are all within the medium to high range. Because of relatively low student curricular involvement, and because involvement has no correlation with knowledge performance, this study infers that school curricula are not the main sources of student information and attitudes regarding marine environmental protection. Rather, building student attitudes toward marine environmental protection by increasing their involvement in field trips indirectly influences behaviors that are protective of the marine environment. Such an approach is comparatively more effective and can serve as a reference for modifying the implementation methods of marine protection curricula. 相似文献
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Nurit Carmi 《Environmental Education Research》2013,19(4):430-444
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
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Yeong-Hyeon Hwang Seong-Il Kim Jiann-Min Jeng 《The Journal of environmental education》2013,44(4):19-25
Abstract Attitude models have been widely applied to natural resource management to ensure responsible environmental behavior. For a variety of applications, the causality among selected antecedents, such as knowledge of environmental issues, locus of control, attitude, personal responsibility, and intention to act on responsible environmental behavior has not yet been tested empirically. A hypothesized causal model based on Hine's (1986) model on responsible environmental behavior was developed. The data from 523 visitors to the urban forest trail in the Kwang-Reung Arboretum, Korea, during September 1995 were used for testing the suggested causal model. Path analysis using the LISREL program tested the model fit and statistical effects of variables. In terms of the effects on intention to act, locus of control and attitude are more important than knowledge and personal responsibility. Our findings suggest that in order to enhance responsible environmental behavior, environmental education and interpretation systems need to focus on changing the internal locus of control. Several recommendations, limitations, and directions for future research are discussed. 相似文献
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Robert E. Roth 《The Journal of environmental education》2013,44(2):1-2
Abstract Despite the wealth of information which exists concerning environmental behavior, it is not known which variable or variables appear to be most influential in motivating individuals to take responsible environmental action. A meta-analysis of environmental behavior research was undertaken in an attempt to determine this. An exhaustive search of the empirically based environmental behavior research conducted over the past decade yielded a substantial number of studies representative of a broad academic base. The characteristics and findings of these studies served as the data for the meta-analysis. As a result of the meta-analysis, the following variables were found to be associated with responsible environmental behavior: knowledge of issues, knowledge of action strategies, locus of control, attitudes, verbal commitment, and an individual's sense of responsibility. A model of predictors of environmental behavior is proposed. 相似文献
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Gaye Teksoz Elvan Sahin Ceren Tekkaya-Oztekin 《Journal of Science Education and Technology》2012,21(1):157-166
The present study proposed an Environmental Literacy Components Model to explain how environmental attitudes, environmental
responsibility, environmental concern, and environmental knowledge as well as outdoor activities related to each other. A
total of 1,345 university students responded to an environmental literacy survey (Kaplowitz and Levine in Environ Educ Res
11:143–160, 2005). The structural equation model revealed that high levels of environmental knowledge stimulate a university student’s concern,
attitudes, and personal responsibility toward environmental protection. More specifically, environmental knowledge was reported
to be a significant predictor of environmental concern, attitudes, and responsibility. Environmental knowledge had significant
indirect relationships with environmental attitudes and responsibility. Moreover, while attitudes toward the environment were
found to be a significant determinant of environmental responsibility, environmental concern held significant association
with attitudes toward the environment and outdoor activities. Findings promise to give clues for finding an answer to the
question “how education for sustainability can be improved in higher education curricula?” 相似文献
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Robert Baxter Powell Marc J. Stern Brian D. Krohn Nicole Ardoin 《Environmental Education Research》2011,17(1):91-111
This investigation examines the use of structural equation modeling (SEM) procedures to develop and validate scales to measure environmental responsibility, character development and leadership, and attitudes toward school for environmental education programs servicing middle school children. The scales represent outcomes commonly of interest to environmental education programs and also to after‐school and positive youth development activities. First, we developed the scales using confirmatory factor analysis (CFA) and then we used multi‐group longitudinal CFA to cross‐validate the model with data collected before participation in the environmental education program, immediately after the program, and three months later. The results support a three‐factor model, producing three scales that appear to be valid and reliable. 相似文献
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Calvin Lakhan 《The Journal of environmental education》2018,49(1):43-58
This study used Azjen's Theory of Planned Behavior to examine how pro-recycling and pro-environmental messaging delivered by religious leaders affects stated recycling behavior among ethnic minorities. Using data collected from 12 religious institutions in three Ontario, Canada, communities, a promotion and education program was developed to: (1) increase awareness about existing waste management programs in the region; (2) describe what materials should be recycled; (3) highlight the importance of recycling (to the individual, to the community, and to the environment; and (4) make a direct appeal asking households to participate in their region's recycling programs. Post implementation of the P&E campaign, respondents indicated a statistically significant increase in positive attitudes toward recycling, moral norms, levels of perceived behavioral control, and awareness of recycling consequences. Perceived behavioral control, situational factors, attitudes, and moral norms were found to be the most significant predictors of recycling intention. Community leaders were demonstrably more successful in affecting positive change in stated recycling behavior among minorities relative to previous municipal promotion and education efforts. 相似文献
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Altay Eren 《Cambridge Journal of Education》2015,45(2):149-166
The present study aimed to examine the relationships between prospective teachers’ career choice satisfaction, hope, and sense of personal responsibility, with the intention of exploring the mediating role of hope in the relationship between career choice satisfaction and sense of personal responsibility. A total of 563 prospective teachers voluntarily participated in the study. Results showed that the prospective teachers’ career choice satisfaction, hope, and sense of personal responsibility for student motivation, achievement, relationships with students, and teaching were positively and significantly related to each other. Results also showed that the mediating roles of hope in the relationships between career choice satisfaction and four aspects of personal responsibility were reasonably important. Overall, results of the present study suggest that the prospective teachers’ sense of personal responsibility should be considered together with their career choice satisfaction and hope during teacher education. 相似文献
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Anna Uitto Kalle Juuti Jari Lavonen Reijo Byman Veijo Meisalo 《Environmental Education Research》2011,17(2):167-186
This paper explores the relationship between students' interests in environmental issues, attitudes to environmental responsibility and biocentric values in school science education. The factors were investigated within the framework of three moderators: gender, school and residential area of the school. The survey was carried out using the international ROSE questionnaire with ninth‐grade students (N = 3626) from 68 schools. Likert‐type items were categorised with explorative factor analysis, and multivariate analysis of variance was used to study the importance of the moderators. There were significant correlations between the attitude and value factors. Interest and attitude were also significantly correlated, but the correlation between interest and value was negligible. Girls' attitude was significantly more positive and their biocentric value stronger than those of the boys, while in terms of interest, the gender difference was small. The effect of residential area was negligible, but there were significant differences between schools in all the factors studied. A school's own environmental projects and participation in programmes linked to environmental education or education for sustainable development was suggested to enhance students' interest in environmental issues. The role of interests, attitudes and values in teaching environmental issues are important fields for future research in science, environmental and sustainability education. 相似文献
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为探究智慧教室环境下大学生环境感知与互联网自我效能感之间的关系,文章以华中地区某高校学生为研究对象,调查了学生对智慧教室的环境感知;同时,通过准实验研究,对智慧教室环境与传统多媒体环境下的课堂教学对学生互联网自我效能感影响的差异进行了探究。文章发现:学生对智慧教室的物理环境和社会心理环境普遍持积极认可的态度,采用智慧教室的实验组学生的互联网自我效能感显著高于采用传统多媒体教室的对照组学生。此外,文章的相关性分析结果显示:学生关于智慧教室的环境感知与其互联网自我效能感显著正相关。此结论表明,改善学生关于智慧教室的环境感知对于提高其互联网自我效能感具有重要意义。 相似文献
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Anne-Caroline Prévot Susan Clayton Raphael Mathevet 《Environmental Education Research》2018,24(2):263-279
Education has been proposed as an important way to increase environmental concern. Beyond providing information, education could also encourage a stable sense of oneself as connected to the natural world, or environmental identity (EID), which is a predictor of environmental concern and behavior. This study explored the relative roles of environmental education at university and previous personal characteristics on the level of individual EID. Results from a questionnaire distributed to 919 French students in different academic curricula (ecology, other sciences and political sciences) showed significant difference in levels of EID for students in ecology compared to others, but also that EID was strongly influenced by personal experiences of nature and social context regarding conservation. These results suggest that academic curriculum is more a result than a cause for high environmental identity. We discuss the results in terms of education and access to nature for children and young people. 相似文献
16.
Minjong Youn 《The Journal of educational research》2016,109(1):50-67
The author used the concepts of academic intensity and sense of responsibility to examine whether children with low school readiness may be moderated by the amount of exposure to learning activities and the attitudes that teachers hold toward these children. Analysis of the Early Childhood Longitudinal Study–Kindergarten Cohort revealed that children who experienced high levels of teachers' academic intensity and sense of responsibility displayed greater achievement growth than did their peers who did not receive this support. Furthermore, teachers' sense of responsibility moderated the association between school readiness and mathematics learning growth over the course of elementary school years, which contributed in reducing the learning growth gap engendered given low school readiness. Based on these findings the present study suggests a need for continuous support during the schooling years, as well as before the start of school, to compensate for a lower skill level at school entry. 相似文献
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Marc J. Stern Robert B. Powell Nicole M. Ardoin 《The Journal of environmental education》2013,44(2):109-122
The NorthBay Adventure Center offers five-day residential programs that meld environmental and character education using experiential techniques and multi-media messaging. This article explores the influences of these programs on urban and non-urban middle-school participants in three areas: character development and leadership; environmental responsibility, and attitudes toward school. The authors found significant positive short-term effects on all outcomes of interest. Three-month delayed posttests indicate retention of significant gains in character development and leadership and environmental responsibility, while gains in school-related outcomes faded. Urban students responded more positively to the NorthBay program than did students from suburban and rural areas. 相似文献
18.
Framing a Philosophy of Environmental Action: Aldo Leopold,John Muir,and the Importance of Community
A philosophy of action consists of a theory about how and why we do things and what motivates us to act. By juxtaposing the theory of environmental action implied by the works and life of John Muir with the philosophy of action suggested by Aldo Leopold's Land Ethic, we will illuminate the importance of a philosophy of action in determining one's approach to environmental decision making. This discussion is important for environmental education and the ethics these experiences inspire because both philosophies advocate very different visions of environmental action. In short, Muir demonstrates an ethic guided by the expected results of actions, an approach parallel to the responsible environmental behavior model (REB) of environmental education, whereas Leopold, demonstrates the role of intention and emotion in ethical decision making through the lens of community. 相似文献
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This article reports on the development of a theory-informed assessment instrument for use in evaluating environmental education programs. The instrument involves coding learners’ brief reflective writing on five established educational and social psychological constructs that correspond to five important goals of environmental education: promoting learners’ perceived relevance of environmental content, sense of personal and collective responsibility for sustainability, knowledge of environmental content, readiness for environmental action, and identity exploration around environmental questions. The article describes the development of the instrument and its use for coding the reflective writing of 242 early adolescents who participated in a large-scale environmental education program. 相似文献