Abstract:The Two-dimensional Model of Ecological Values (2-MEV), developed and verified in Western Europe, successfully explores the environmental values and attitudes of the children (11−16 years old) using questionnaires/items. However, the reliability of the 2-MEV Scale and its bi-dimensionality in a non-industrialised country, such as Nepal, is unexplored. Nepal lies within the monsoon region, which triggers extreme environmental crises such as floods. As environmental values and attitudes are related to pro-enviro… Show more
“…Throughout its long history, the 2-MEV has undergone modifications, adaptations, and shortenings. Even shorter versions of the 2-MEV without PRE 6 have already been applied and confirmed successfully in recent studies [60,64]. Schönfelder and Bogner [46] used and validated an 11-item version without PRE 3 and could report the expected 2-factor-structure.…”
Section: Environmental Values Of the Primary School Samplementioning
confidence: 80%
“…Developed in the 1990s, the 2-MEV has been repeatedly used in different contexts and within various populations during the past decades. Bi-national investigations, e.g., [47,54,55], internal cross-validation studies, e.g., [56], and, even more importantly, independent research groups, e.g., [57][58][59][60][61], have repeatedly used the instrument and have confirmed its validity and reliability. Within the past decades, the 2-MEV has been continuously developed and improved.…”
Section: The Relationship Between Cognitive Achievement and Environme...mentioning
Permanent access to safe drinking water is guaranteed in most industrialized countries, while climate change is turning it into a serious global issue. Knowing how to use the valuable resource water consciously and sustainably requires well-informed and ecologically aware citizens. Environmental education approaches should help develop long-term environmental knowledge, pro-environmental attitudes, and behavior with the overall goal of promoting environmental citizenship. The present study, thus, examines the influence of environmental values on students’ environmental knowledge in a German primary school sample (9–10-year-old students) by providing an authentic, out-of-school learning experience on the topic of fresh water supply. Our approach goes beyond mere correlation analyses by using structural equation modeling (SEM) to measure effects between the two variables. Environmental values were monitored using the Two Major Environmental Values Model (2-MEV) with its two dimensions, Preservation and Utilization of nature. Following a quasi-experimental design, we assessed the learners’ knowledge before (T0), directly after (T1), and six weeks after (T2) module participation. Confirmatory factor analysis verified the two-factor-structure of the 2-MEV. Preservation turned out as a direct positive predictor of pre-knowledge (T0) but did not show any significant effect on post-knowledge (T1) and knowledge retention (T2). Utilization displayed a larger albeit negative direct effect on knowledge across all testing times, especially for pre- and post-knowledge. Our findings shed light on the significant impact of anthropocentric attitudes on knowledge acquisition within primary school samples and provided valuable insights into feasible environmental learning approaches.
“…Throughout its long history, the 2-MEV has undergone modifications, adaptations, and shortenings. Even shorter versions of the 2-MEV without PRE 6 have already been applied and confirmed successfully in recent studies [60,64]. Schönfelder and Bogner [46] used and validated an 11-item version without PRE 3 and could report the expected 2-factor-structure.…”
Section: Environmental Values Of the Primary School Samplementioning
confidence: 80%
“…Developed in the 1990s, the 2-MEV has been repeatedly used in different contexts and within various populations during the past decades. Bi-national investigations, e.g., [47,54,55], internal cross-validation studies, e.g., [56], and, even more importantly, independent research groups, e.g., [57][58][59][60][61], have repeatedly used the instrument and have confirmed its validity and reliability. Within the past decades, the 2-MEV has been continuously developed and improved.…”
Section: The Relationship Between Cognitive Achievement and Environme...mentioning
Permanent access to safe drinking water is guaranteed in most industrialized countries, while climate change is turning it into a serious global issue. Knowing how to use the valuable resource water consciously and sustainably requires well-informed and ecologically aware citizens. Environmental education approaches should help develop long-term environmental knowledge, pro-environmental attitudes, and behavior with the overall goal of promoting environmental citizenship. The present study, thus, examines the influence of environmental values on students’ environmental knowledge in a German primary school sample (9–10-year-old students) by providing an authentic, out-of-school learning experience on the topic of fresh water supply. Our approach goes beyond mere correlation analyses by using structural equation modeling (SEM) to measure effects between the two variables. Environmental values were monitored using the Two Major Environmental Values Model (2-MEV) with its two dimensions, Preservation and Utilization of nature. Following a quasi-experimental design, we assessed the learners’ knowledge before (T0), directly after (T1), and six weeks after (T2) module participation. Confirmatory factor analysis verified the two-factor-structure of the 2-MEV. Preservation turned out as a direct positive predictor of pre-knowledge (T0) but did not show any significant effect on post-knowledge (T1) and knowledge retention (T2). Utilization displayed a larger albeit negative direct effect on knowledge across all testing times, especially for pre- and post-knowledge. Our findings shed light on the significant impact of anthropocentric attitudes on knowledge acquisition within primary school samples and provided valuable insights into feasible environmental learning approaches.
“…While at that time many scales were competing, the 2-MEV received the privilege of independent cross-cultural confirmation from different disciplines (e.g., [5,10,[16][17][18]). Subsequently, the model has been used around the globe and translated into 33 languages, the very basis for its consistency being those bi-national studies; recently, e.g., Regmi et al [19] applied the 2-MEV with 200 rural Nepalese students and confirmed its validity and reliability. The instrument's worldwide acceptance is rooted in its compact format and two-dimensionality, which covers preservation of nature (a biocentric perspective to protect our natural environment) and utilization of nature (an anthropocentric perspective to exploit nature) [20].…”
Given the multitude of attitude scales, we examined the relationship between the 2-Major Environmental Values model (2-MEV) and the New Environmental Paradigm scale (NEP) based on a 6585 child sample over a 9-year period. The students participated in a three-day outdoor earth education program at field centers in three different US states (Arizona, Pennsylvania, and Louisiana). We further investigated the scales’ sensitivity to program effects, relating cognitive achievement and attitude with respect to a pro-environmental indicator of behavior (Y key). NEP and Preservation correlated highly, while the subscales Utilization and Preservation showed a strong inverse relationship. Based on further reliability and validity scores, and in line with the literature, this pointed to a unidimensional Preservation of Nature scale as a concise attitude measurement. In structural equation modelling, Preservation related to knowledge gains and the Y key, and effects from Preservation on knowledge held true for all three states. This suggests Preservation as one factor influencing cognitive achievement and environmentally conscious performance. Regarding program effects, the Earthkeepers program seemed to induce pro-environmental shifts based on knowledge gains and attitude changes (Preservation increasing and Utilization decreasing). Pro-environmental shifts were most prominent for those who received the Y key.
“…However, understanding the differences between cultures was beyond the scope of the study. There is evidence of cultural differences in ecological values; for example, in a Nepalese sample, Regmi, Johnson and Dahal [67] replicated the original finding that preservation and utilisation are separable aspects of environmental values [65], but not that they are orthogonal. While we attempted to create a generalisable theory, arguably none of the segments recruited for our study represented a general population sample.…”
Worldwide ecosystem decline is a pressing issue that has led governments to sign up to biodiversity-related targets, but little is known about what drives individuals’ conservation behaviour. This study uses a qualitative methodology (grounded theory) to understand what leads to pro-nature attitudes and behaviours. Twenty participants (10 men; 10 women) underwent semi-structured interviews and audio files were transcribed and coded to form the basis of theory. The authors propose a model based on interview material in which species with intrinsic value (i.e., deemed valuable in their own right, not for their usefulness to humans) are within the bounds of moral consideration. Individuals with generalised beliefs about the intrinsic value of non-human species expressed moral concern for human-caused impacts on nature. External prompts, including social messages, were associated with sporadic pro-nature behaviours. Individuals engaging in sustained behaviour showed evidence of having internalised moral standard of pro-nature actions and also appeared to fashion a social environment that would sustain and enhance their moral views. We discuss the implications of our findings with respect to conservation campaign messaging and government policy.
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