30. Environmental and Sustainability Education Research (ESER)
Paper
Developing School Organization Guidelines for Education for Sustainable Development - A Large-Scale Study Including School Leaders, Teachers, and Students
Anna Mogren1, Eva Knekta2, Annika Manni2
1Karlstad university, Sweden; 2Umeå University, Sweden
Presenting Author: Mogren, Anna
This is an empirical design study on Education for sustainable development (ESD) that will be presented in an early stage with preliminary result at the ECER conference 2024.
School leaders and teachers play a central role in ensuring that all students acquire the knowledge and skills needed to promote a sustainable society (Hargreaves & Shirley, 2020). Education for sustainable development (ESD) is a complex and transdisciplinary task for schools and can therefore not be treated as a separate subject but more likely is called for to integrate into all education activities (Holst 2022). In this very urgent task, school leaders and teachers are often left alone without systematic organizational structures and guidelines for implementing ESD. More knowledge and support to both practice and policy decision making is needed.
There is a growing amount of research on ESD implementation. Most studies are small-scale studies where single levels, subjects, or functions in education have been studied to identify their support functions in implementing ESD effectively at schools (Verhelst 2021). Although it is known that the school organization is vital in supporting daily teaching practice in general (Jarl et al., 2021), there is a lack of studies of how a school organization can support the implementation of ESD (see however Forssten Seiser et al., 2022; Mogren 2019), and how multiple actors in a school organization (e.g., leaders, teachers, and students) covary in this implementation. Especially holistic large-scale studies that enable generalizations are missing (Verhelst, 2021).
We have, based on knowledge from previous small-scale studies about ESD at individual and organizational levels and a school improvement project in one Swedish municipality, designed a large-scale national ESD study, including school leaders, teachers, and students. Organizational support, structures, and visions for school leaders will be related to visions, work, and needs related to ESD expressed by teachers and reflections from the students. An already existing national database that is unique in its size for ESD will form the basis for the study. Throughout the project we will build on and further develop the concept of a whole school approach in ESD (Wals & Mathie, 2022). The whole school approach to ESD is a concept that is used to study ESD implementation through a lens of general school improvement as part of daily practice. It aims to reveal how the school organization can support ESD implementation, structurally and coherently.
The aim of our project is to develop systematic and generalized guidelines for how the school organization can support the implementation of ESD. We will study how school leaders organize education and how teachers and students are framed by their local school organizations in their work with ESD. Our first research question is:
How do Swedish school leaders and teachers from preschool, compulsory and secondary school describe their visions, current work, and needs related to ESD, both individual and in relation to their school leaders and their school organizations?
This research question is the start of an iterative research process where factors on school leader level that are supportive for the teachers’ work will be investigated. Further student descriptions of ESD related to school leaders and teachers understanding of ESD will be investigated. Generated knowledge will contribute to how a concept of a whole school approach to ESD, including school leaders, teachers, and students can be further developed to better describe the effects of the school organization for the implementation of ESD in schools?
Nationally, this large-scale holistic project will support policy decisions for a wide national implementation of ESD. Theoretically, the project will contribute to further conceptualization and development of the whole school approach in ESD.
Methodology, Methods, Research Instruments or Sources UsedThe methodological approach of this project is a mixed methods design. The choice of this approach is to acknowledge the power and benefits of both quantitative and qualitative methods (Tashakkori & Creswell, 2007). We seek to overcome the dualistic view of studying dynamic and static qualities of ESD implementation by either quantitative or qualitative methods, and instead use the different methods to complement each other in a pragmatic sense to investigate our research question in a diverse and complementary way (Biesta, 2010). We intend to investigate both the static quality of ESD, where a system is striving to achieve defined standards, and dynamic quality that represents what a system needs when ESD implementation proceeds in uncertainty where previously formed standards do not apply (Breiting and Mayer 2015). Method design therefore illustrate how initiative or process are producing specific, criteria or standards, which have both productive and restraining effects (McKenzie et al., 2015).
Furthermore, since this project is situated on a school organization level it is suggested to combine quantitative data by school leader´s and teacher ´s providing an overview with qualitative data that additionally include students for concrete examples (Denzin & Lincoln, 2008). We have chosen to structure our mixed methods design as an explanatory sequential design in four steps. The first step consists of a large-scale questionnaire and is thus of quantitative character. Existing register data; school leaders (n > 100) and teachers (n > 2000) are collected by the educational resource The global school (administrated by the Swedish Council for Higher Education 2019-2022 and the Swedish International Development Authority, from 2023 and onward).
In this first step we aim to answer our first research questions. In the following steps, the analyses of the questionnaire will provide information for the design of a qualitative follow-up study and thus not only information for the quantitative analysis. We aim to bridge results from the analysis of the questionnaire (both Likert type items and open questions) to qualitative data sampling, in case studies. Adding case studies to quantitative data include focus group interviews. We will, based on the results from the questionnaire, select ten schools representing a variation in emphasis of current work with ESD for more in-depth investigation and analyses. Finally, a comprehensive analysis of both quantitative and qualitative data will be made to answer the fourth research question on creating new models of understanding ESD as a whole school approach.
Conclusions, Expected Outcomes or FindingsPrevious results important for this project stem from a local school improvement program aiming to scale up the work with ESD in all educational practices within a Swedish municipality. This program serves as an important pilot study for our project. The comprehensive questionnaire used in this study was developed and distributed to all teachers and school leaders. Results from the questionnaires have provided an informative overview of the current ESD work in the specific municipality. In this project we continue the work started in the municipality and expand it to a national level. Experience and results from the local project is vital when scaling up. In ECER 2024 preliminary results on this first scaling of data on a national level will be presented and discussed.
Preliminary results for the whole design study building onto the first step is the combination of national quantitative data and case studies in several municipalities that allows for a quantitative validation of a model of whole school approaches of ESD; Scherp school organization model (Mogren 2019). It provides systematic support and guidelines on a general level for implementing education for sustainable development in the whole school organization. The conception of a whole school approach (WSA) to ESD that was previously operationalized in a qualitative manner (Mogren 2019) will here be developed quantitatively to gain theoretical knowledge of school leaders’ and teachers’ views on applying WSA in an ESD context. Furthermore, in this project we will involve students and include their views on school improvement. This is important especially in the context of ESD, where a democratic and participatory approach is emphasized. Previous work with students on ESD has shown what content and methods students prefer (Manni &Knekta 2020) which is why we expect to gain new knowledge here as well.
ReferencesBreiting, S., Mayer, M. (2015). Quality Criteria for ESD Schools: Engaging Whole Schools in Education for Sustainable Development. In: Jucker, R., Mathar, R. (eds) Schooling for Sustainable Development in Europe. Schooling for Sustainable Development, vol 6. Springer, Cham.
Denzin, N. K., Lincoln, Y. S., & Smith, L. T. (Eds.). (2008). Handbook of critical and indigenous methodologies. Sage.
Forssten Seiser, A., Mogren, A., Gericke, N., Berglund, T., & Olsson, D. (2022). Developing
school leading guidelines facilitating a whole school approach to education for sustainable
development. Environmental Education Research, 1-23.
Hargreaves, A., & Shirley, D. (2020). Leading from the middle: its nature, origins and
importance. Journal of Professional Capital and Community, 5(1), 92-114.
Holst, J. (2022). Towards coherence on sustainability in education: a systematic review of
Whole Institution Approaches. Sustainability Science, 1-16.
Jarl, M., Andersson, K., & Blossing, U. (2021). Organizational characteristics of successful
and failing schools: A theoretical framework for explaining variation in student achievement.
School Effectiveness and School Improvement, 32(3), 448-464.
McKenzie, M., Bieler, A., & McNeil, R. (2015). Education policy mobility: reimagining
sustainability in neoliberal times. Environmental Education Research, 21(3), 319-337.
Manni, A., & Knekta, E. (2020). A Little Less Conversation, a Little More Action Please:
Examining Students’ Voices on Education, Transgression, and Societal Change.
Sustainability,12(15), 6231.
Mogren, A. (2019). Guiding principles of transformative education for sustainable
development in local school organisations: Investigating whole school approaches through a
school improvement lens (Doctoral dissertation, Karlstads universitet).
Tashakkori A and Creswell JW (2007) Editorial: The new era of mixed methods. Journal of
Mixed Methods Research 1(1): 3–7.
Verhelst, D. (2021). Sustainable Schools for Sustainable Education: Characteristics of an ESD
effective School (Doctoral dissertation, University of Antwerp).
Wals, A.E.J., & Mathie, R.G. (2022). Whole school responses to climate urgency and related
sustainability challenges. In: M. A., Peters.R.,Heraud,(eds) Encyclopedia of Educational
Innovation. Singapore.: Springer.
30. Environmental and Sustainability Education Research (ESER)
Paper
Integration of Holistic and Sustainable Pedagogy in Chemistry Classrooms: A Survey of Kazakhstan High School Chemistry Teachers
Mary Joy Bejerano, Aigul Mukatayeva, Gulsezim Ishanova, Ainash Zhanatova, Banu Seitaliyeva, Abzal Duisek
NIS Uralsk, Kazakhstan
Presenting Author: Bejerano, Mary Joy;
Mukatayeva, Aigul
Climate change continues to be a priority on the international agenda. However, stakeholders in the education sector in Kazakhstan have an inadequate understanding of education's part in the climate change initiative and what addressing climate change through education entails. This study investigates the integration of sustainable and holistic pedagogy in Chemistry classrooms. The proposed research design for this study is the convergent mixed-method design, and the participants (n=40) will be Chemistry teachers from Nazarbayev Intellectual School. The expected outcome is that Chemistry teachers are unfamiliar with Green Chemistry principles. The implications of the findings provide a foundation for educationalists to improve curriculum development toward environmental protection.
Kazakhstan faces many environmental issues because of the increase in the volume of waste, natural disasters, land degradation (water, wind), deficiency of water resources, air pollution, greenhouse gases, and technological innovations. It necessitates immediate and pragmatic approaches in Chemistry education. According to the United Nations (2022), education is an indispensable resource in the campaign against climate change. It inspires individuals to change their behaviours and attitudes and make informed decisions crucial in the fight against climate change and related environmental problems (Moseley et al., 2019). Leal and Hemstock (2019) also noted that education as a process helps young people better understand and address the effects of global warming. It also fosters better behaviours and attitudes to support the initiatives towards the fight against climate change and embracing a changing environment.
Stakeholders in the education sector in Kazakhstan have an inadequate understanding of education's part in the climate change initiative and what addressing climate change through education entails (Mochizuki & Bryan, 2015). Embracing sustainable Chemistry education is proposed as a viable solution to involve education in the fight against climate change actively. This study focuses on Green Chemistry, a form of sustainable Chemistry education that embraces the need to prepare students for environment-friendly knowledge critical to solving societal problems while protecting the environment. Therefore, there is a need to provide adequate knowledge of Green Chemistry for every Chemistry teacher in Kazakhstan.
Even though education's role in addressing climate change challenges is increasingly acknowledged, the education system remains underutilised as a strategic tool to adapt and mitigate climate change. Educationalists in most countries globally, including Kazakhstan, are yet to formulate a coherent model for climate change education (Mochizuki & Bryan, 2015). It raises the need to research the integration of sustainable and holistic pedagogy in Chemistry classrooms to develop responsible citizens who apply Green Chemistry principles to solve persistent environmental issues. Integrating environmental education has improved our understanding of handling impurities and their effects. Nevertheless, the extent of incorporation in the science curriculum is not widely known in Kazakhstan (Suyundikova, 2019). Nazarbayev Intellectual School (NIS) aims to introduce a Sustainable Curriculum to close this gap by investigating the integration of holistic and sustainable pedagogy in Chemistry classrooms (Suyundikova, 2019). This study investigates the integration of sustainable and holistic pedagogy in Chemistry classrooms.
It will address the following research questions:
- What are the perceptions of high school chemistry teachers in Kazakhstan regarding green chemistry education?
- What is the level of knowledge of high school chemistry teachers in Kazakhstan about green chemistry education?
- What are the main challenges faced by high school chemistry teachers in Kazakhstan when implementing green chemistry education in the classroom?
- Based on the findings, what recommendations can be made to improve green chemistry education for high school chemistry teachers in Kazakhstan?
Methodology, Methods, Research Instruments or Sources UsedResearch Design: The proposed research design for this study is the convergent mixed-method design. The researcher will combine qualitative and quantitative research designs. Data analysis will integrate both forms of data to establish if the data confirms or disconfirms each other.
Participants: The participants will be Chemistry teachers from Nazarbayev Intellectual School.
Sampling: The researcher proposes using simple random sampling (SRS) in this study. It implies that each sampling unit of the respondents has an equal chance of getting selected (Peregrine, 2018). The researcher will hand-pick a sample from the target population based on the principle of randomisation, for instance, random chance or selection. The target sample size is (n=40).
Research Instruments: Regarding quantitative data collection and analysis, this study will adopt a descriptive survey research design using the Perception and Attitude of Chemistry Teachers towards Integrating Green Chemistry Principles Questionnaire (PACTIGCPQ). High School Test Questionnaire will also be used to evaluate respondents' Green Chemistry knowledge. A survey questionnaire will be used to establish the perception of the significance of Green Chemistry and rated on a 3-point Likert scale. The study will use mean, T-test statistical tools, simple percentages, and standard deviation to evaluate this data. In regards to qualitative data collection and analysis, qualitative data will be collected and analysed independently yet simultaneously with the quantitative research. A semi-structured, open-ended instrument and physical interviews will be done. The interviews will last for at least 30 minutes. The six-phase Thematic Analysis will be used to evaluate the collected data.
Data Analysis: A convergent data analysis approach will be used. The researcher will evaluate findings from qualitative and quantitative phases to establish complementarity, convergence, or contradictions.
Sources of Information: The primary sources of information will include legal and historical documents, audio and video recording from interviews, and statistical data. Secondary sources will include scholarly articles, books, edited works, course textbooks, and review research works.
Conclusions, Expected Outcomes or FindingsThe findings provide a foundation for educationalists to improve curriculum development toward environmental protection. The research findings' significance is that they guide education institutions on the approaches they need to make curriculum reforms to integrate sustainability and green chemistry principles into the teaching of chemistry. Additionally, the study aims to enhance teachers' knowledge and awareness of green chemistry principles, fostering a positive attitude towards sustainable chemistry education. By understanding the perceptions and knowledge of high school chemistry teachers in Kazakhstan regarding green chemistry education, this research aims to address several expected outcomes. These outcomes include: 1) Identifying the current level of knowledge and understanding of green chemistry principles among high school chemistry teachers in Kazakhstan; 2) Exploring the challenges and barriers faced by high school chemistry teachers in implementing green chemistry education in their classrooms; 3) Examining the perceptions of high school chemistry teachers on the importance and relevance of green chemistry education in the context of sustainable development; and 4) Assessing the available resources and support for high school chemistry teachers in Kazakhstan to incorporate green chemistry principles into their teaching. By analyzing the data collected from surveys and interviews, the study aims to provide a comprehensive understanding of the perceptions, knowledge, and challenges of high school chemistry teachers in Kazakhstan related to green chemistry education.
ReferencesCarangue, D., Geverola, I. J., Jovero, M., Lopez, E. N., Pizaña, A., Salmo, J., Silvosa, J., & Picardal, J. (2021). Green Chemistry education among senior high school chemistry teachers: Knowledge, perceptions, and level of integration. Recoletos Multidisciplinary Research Journal, 9(2), 15–33. https://doi.org/10.32871/rmrj2109.02.04
Coşkun Yaşar, G., & Aslan, B. (2021). Curriculum theory: A review study. Uluslararası Eğitim Programları Ve Öğretim Çalışmaları Dergisi, 11(2), 237–260. https://doi.org/10.31704/ijocis.2021.012
Hussei, A.A., & Ahmed, S. D. (2021). Awareness of the principles of green chemistry among middle school teachers. Turkish Journal of Computer and Mathematics Education, 12(7), 475-483. https://doi.org/10.17762/turcomat.v12i7.2607
Leal, W., & Hemstock, S. L. (Eds.). (2019). Climate change and the role of education. Cham: Springer. ISBN: 978-3-030-32898-6
Mochizuki, Y., & Bryan, A. (2015). Climate change education in the context of education for sustainable development: Rationale and principles. Journal of Education for Sustainable Development, 9(1), 4-26. doi:10.1177/0973408215569109
Moseley, C., Summerford, H., Paschke, M., Parks, C., & Utley, J. (2020). Road to collaboration: Experiential learning theory as a framework for environmental education program development. Applied Environmental Education & Communication, 19(3), 238-258. https://doi.org/10.1080/1533015X.2019.1582375
Peregrine, P. N. (2018). Sampling theory. The Encyclopedia of Archaeological Sciences, 1-3. https://doi.org/10.1002/9781119188230.saseas0516
Popov, N., Wolhuter, C., de Beer, L., Hilton, G., Ogunleye, J., Achinewhu-Nworgu, E., & Niemczyk, E. (2021). New Challenges to Education: Lessons from around the World. BCES Conference Books, Volume 19. Bulgarian Comparative Education Society. ISBN 978-619-7326-11-6
Raymond, I.J., & Raymond, C.M. (2019). Positive psychology perspectives on social values and their application to intentionally delivered sustainability interventions. Sustainability Science, 14, 1381–1393. https://doi.org/10.1007/s11625-019-00705-9
Suyundikova, G. (2019). Teachers' attitudes towards implementation of the upgraded curriculum in a secondary school in Aktau, city of Mangystau Province, Kazakhstan. (dissertation). Nazarbayev University Library, Astana, Kazakhstan. https://nur.nu.edu.kz/bitstream/handle/123456789/4325/Gulden%20Suyundikova%20Thesis+Author%20Agreement.pdf?isAllowed=y&sequence=1
United Nations. (2022). Education is key to addressing climate change. https://www.un.org/en/climatechange/climate-solutions/education-key-addressing-climate-change
30. Environmental and Sustainability Education Research (ESER)
Paper
The Mediating Role of Environmental Attitudes Between Gender and Pro-environmental Behaviours Among Hungarian Students
Ábel Zoltán Szabó1, Iván Zsolt Berze2,3, Gergely Rosta4, Dániel Sziva5, Andrea Dúll3,6, Attila Varga3
1ELTE Eötvös Loránd University, Institute of Psychology Budapest, Hungary; 2ELTE Eötvös Loránd University, Doctoral School of Psychology Budapest, Hungary; 3ELTE Eötvös Loránd University, Institute of People-Environment Transaction, Budapest, Hungary; 4Pázmány Péter Catholic University, Institute of Sociology, Budapest, Hungary; 5Alapértékek Nonprofit Ltd., Budapest, Hungary; 6Department of Sociology and Communication, Budapest University of Technology and Economics, Budapest, Hungary
Presenting Author: Varga, Attila
One of the main aims of environmental education is to support people in realising pro-environmental behaviours (PEB). Previous literature has revealed that gender and environmental attitudes are important factors concerning people's pro-environmental behaviours. In our presentation, recent findings from a representative sample of Hungarian high school students' data regarding the relationship between environmental attitudes, gender and pro-environmental behaviours are presented.
Environmental attitudes represent individuals' value judgments concerning the natural environment (Hawcroft & Milfort, 2010). Environmental attitudes can be categorised into two main paradigms: the Dominant Social Paradigm (DSP), which suggests that the environment should be subordinate to human needs, and the New Ecological Paradigm (NEP), which emphasises environmental protection against human activities (Dunlap et al., 2000). Dunlap and colleagues’ (2000) revised NEP scale for measuring environmental attitudes has been criticised extensively recently for its psychometry and content (Hawcroft & Milfort, 2010; Berze et al., 2022).
Gender differences in environmental attitudes and environmentally conscious behaviours are widely studied (De Leeuw et al., 2014). Several studies indicate that women and girls have higher environmental attitudes and engage in more environmentally conscious actions, although conflicting results exist.
The conceptual framework of our presentation is built upon the basis of two important models explaining environmentally conscious behaviour. The Value-Belief-Norm model (Stern & Dietz, 1994; Klöckner, 2013) and the Theory of Planned Behaviour (Ajzen, 1991) both propose that the antecedents of pro-environmental behaviour - among other factors - are environmental attitudes.
The causes of these differences are theorised to lie mainly in socialisation and living conditions. For example, significant differences are found for environmental actions in the private sphere but not for public actions (Handler & Haller, 2011; Xiao & Dunlap, 2007) - a difference that can be explained in several ways. Regarding accessibility, there may also be an indirect effect of women spending more time running the household and thus being faced with more choices to act in an environmentally responsible way (Molina, 2018). Socialisation differences are closely related to this, as society tries to impart different values to girls and boys through upbringing. The former are raised to be supportive and caring. In contrast, boys are raised with a greater emphasis on responsible and rational behaviour. They are more encouraged to be proactive (Blocker & Eckberg, 1997) - which may lead them to interpret differently the social circumstances, losses and gains that proactive actions can potentially provide - and therefore, proactive actions in the public sphere are stereotyped as being more likely to be attributed to men (Dietz et al., 1998; Molina, 2018).
Our research objectives:
1) Exploring the direction and strength of the relationship between students' gender and pro-environmental behaviours.
2) Exploring the direction and strength of the relationship between students' environmental attitudes and pro-environmental behaviours and whether these attitudes mediate the gender-PEB relationship .
3) Comparing our used version of the NEP and an alternative version of the 2-MEV scales by their direct effects on pro-environmental behaviour in our model.
Methodology, Methods, Research Instruments or Sources UsedIn Hungary, the nationwide Sustainability Thematic Week (STW) has been announced by the Ministry responsible for education yearly since 2016, with a linked research program since 2020. In 2022, PontVelem Ltd., the organiser of the STW, initiated international research to investigate environmental awareness based on representative samples in three central European countries (Czech Republic, Hungary, and Slovakia).
A total of (n=) 3434 responses of Hungarian students of this representative sample were included in the presented analysis. The average of their age was (M=) 16.89 years (SD=0.64; Med=17). The gender ratio was unbalanced, with boys in the majority (boys: 52.6%; girls: 47.4%). The research program in 2023 was organised under the ethical permission (2023/379) of the Research Ethics Committee of ELTE University Faculty of Pedagogy and Psychology. The data were collected using the questionnaire software of Forsense Institute and analysed with SPSS 28.0 statistic software and the PROCESS macro v4.2 of Hayes (2013).
The following scales were included in the analyses:
NEP (New Environmental Paradigm scale, Berze et al., 2022) – The NEP is one of the most used scales (Hawcroft & Milfort, 2010) to measure environmental attitudes. Our used version is based on the revised NEP's Scale for Children (Manoli et al., 2007), which has been translated into Hungarian and used on multiple occasions. During our exploratory factor analysis, we found the scale to consist of three factors – the same factor structure found by Berze and his colleagues (2022). We also used their established factor names: Rights of Nature, Eco-Crisis, and Questioning of Human Intervention.
2-MEV (Two Main Environmental Values Scale, Bogner and Wiseman, 1999) – the 2-MEV is also a prominent and widely used measurement of environmental attitudes, while also psychometrically better than the NEP. A version based on a Czech adaptation of the scale (Činčera et al., 2022) was applied, which has not been examined by exploratory factor analysis yet, thus, our results are the first in this context. We found satisfactory psychometric metrics and three factors: Utilisation, Preservation and Enjoyment of Nature.
PEB (Pro-Environmental Behaviour Scale) – this measurement is an amalgamation of items from different scales made by expert researchers of environmentalism.
Our methodology of analysis was a mediated linear regression model. Gender as the independent variable, the PEB score as the dependent variable, and the factors of the NEP and 2-MEV as mediators were included in the model.
Conclusions, Expected Outcomes or FindingsThe complete interpretation of our findings is still in process. However, our preliminary findings are the following.
A significant direct association was found between students' gender (boys were coded as „1" and girls as „2") and their pro-environmental behaviour (β= -0.18, p<0.001). Since a significant total indirect (β=0.26, [95% CI: 0.212, 0.311]) and total association (β=0.08, p=0.02), both with opposite signs compared to the direct effect, were also found between gender and PEB, the mediation in our model is partial and inconsistent. This means, that environmental attitudes partially mediate the effect of gender on pro-environmental behaviour, i.e., other factors also have a role in the gender-PEB relationship besides the attitudes. Considering the opposite signs of direct and indirect effects in our mediation model, it might be argued that if their environmental attitudes are controlled, girls behave less pro-environmentally than boys and it is associated with the factor(s) not revealed, i.e., girls' stronger environmental attitudes outweigh this/these factor(s) resulting in more pro-environmental behaviour by them compared to boys.
We found significant direct effects between two out of three NEP factors (Rights of the Nature: β=0.02, p=0.34; Eco-Crisis: β=0.07, p<0.001; Questioning of Human Intervention: β=-0.06, p<0.001) three out of three 2-MEV factors (Preservation: β=0.45, p<0.001; Utilisation: β=0.10, p<0.001; Enjoyment of Nature: β=0.19, p<0.001) and the dependent variable. Stronger associations of PEB were found with the 2-MEV Scale than the NEP Scale. It could allude to the possibility that using 2-MEV to measure environmental attitudes might lay results that can be better integrated into the overarching models of pro-environmental behaviours.
ReferencesAjzen, I. (1991). The theory of planned behavior. Organisational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-t
Berze, I. Z., Varga, A., Mónus, F., Néder, K., & Dúll, A. (2022). Measuring Environmental Worldviews: Investigating the dimensionality of the new environmental paradigm scale for children in a large central European sample. Sustainability, 14(8), 4595. https://doi.org/10.3390/su14084595
Bogner, F. X., & Wiseman, M. (1999). Toward measuring adolescent environmental perception. European Psychologist, 4(3), 139–151. https://doi.org/10.1027/1016-9040.4.3.139
Činčera, J., Kroufek, R., & Bogner, F. X. (2022). The perceived effect of environmental and sustainability education on environmental literacy of Czech teenagers. Environmental Education Research, 29(9), 1276–1293. https://doi.org/10.1080/13504622.2022.2107618
De Leeuw, A., Valois, P., Morin, A. J. S., & Schmidt, P. (2014). Gender differences in psychosocial determinants of university students' intentions to buy fair trade products. Journal of Consumer Policy, 37(4), 485–505. https://doi.org/10.1007/s10603-014-9262-4
Dunlap, R. E., Van Liere, K. D., Mertig, A. G., & Jones, R. E. (2000). New Trends in Measuring Environmental Attitudes: Measuring endorsement of the new ecological paradigm: a revised NEP scale. Journal of Social Issues, 56(3), 425–442. https://doi.org/10.1111/0022-4537.00176
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Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Press.
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