Environmental attitudes and behaviors of college students: a case study conducted at a chilean university

Heyl, Marianne; Dı́az, Emilio Moyano; Cifuentes, Luis A.

doi:10.14349/rlp.v45i3.1489

Cited by 68 publications

(63 citation statements)

References 16 publications

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“…In terms of curricular activity, the program is embodied into related subjects such as, biology, physics, chemistry, economics, sociology, civics, and religion. This endeavor is in line with prior researches which revealed that the more knowledge gained by individual, the higher the environmental knowledge (Paço & Lavrador, 2017) and environmental awareness they possess (Heyl et al, 2014) as significant as their considerations in managing the environment (Cowell & Lennon, 2014). Cognitively, the most goal of building pro-environmental behavior entailing the subjects is to enhance and reinforce knowledge in respect to environmental issues, especially possible environmental threats and ways to deal with them (Fielding & Hornsey, 2016;Mensink, Schwinghammer, & Smeets, 2012; National Academies of Sciences Engineering and Medicine, 2016).…”

Section: The Program Of Adiwiyata Green School For Building Pro-envirsupporting

confidence: 84%

Building pro-environmental behavior among school community of Adiwiyata green school

Nurwidodo

Muhdhar

Rohman

et al. 2019

JPBI

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Efforts to build pro-environment behavior have been strengthened by the Ministry of Environment and Forestry through Adiwiyata green school program. This current study aimed at describing the patterns of building pro-environmental behavior among school community of Adiwiyata green school in Malang City. This study was conducted by means of descriptive design. The data were collected using in-depth interview, directed observation, and documentation as well as triangulation. The data were analyzed descriptively by means of content analysis. Hereafter, this study has shown that SMAN 7 Malang was and is running a program of pro-environmental behavior building offered to all school community, to enhance the knowledge, to fossilize the behavior, and to implement pro-environmental behavior, with the concrete support from the school management and teachers. The program was run sustainably and supported by education authorities along with pro-environmental communities. To sum up, the patterns of building pro-environmental behavior involved all the school community, to cover such aspects as knowledge enhancement, behavior fossilizing, and pro-environmental behavior reinforcement through a sustainable collaboration with pro-environmental communities. Therefore, it is suggested that Adiwiyata green school keep intensifying its commitment and be consistent in building sustainable pro-environmental behavior to amplify a long-term memory of its school community.

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Section: The Program Of Adiwiyata Green School For Building Pro-envirsupporting

confidence: 84%

Building pro-environmental behavior among school community of Adiwiyata green school

Nurwidodo

Muhdhar

Rohman

et al. 2019

JPBI

View full text Add to dashboard Cite

show abstract

“…Interestingly, earlier studies (Hassan et al 2010;Tikka et al 2000) reported higher levels of environmental attitudes and awareness among biology/science high school students than among non-biology/science high school students. Similarly, Heyl et al (2013) found a significant difference between students of environment field and those in non-environment field on their attitude and behavior towards environment.…”

Section: Attitudes and Knowledge Of Nms And Ms Students Towards Envirmentioning

confidence: 82%

Minority High School Students in Non-Math-Science-Oriented and Math-Science-Oriented Majors: Do They View the Environment Differently?

2018

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Abstract:The aim of the study was to investigate differences, if any, in environmental attitude, knowledge, experience and participation, between non-math-science (NMS) and math-science (MS) high school students from minority ethnic groups. A 16-item survey instrument was used for data collection. Participants were students at eight high schools in Madison County, Alabama, USA who were enrolled in North Alabama Center for Educational Excellence's (NACEE's) 2014 and 2015 summer programs. Eighty-six completed questionnaires were collected, the majority from Black/African-American and Hispanic minority ethnic groups. Pearson's chi-square test and Spearman rho correlation were applied to assess differences and relationships between the groups. We found high level of positive attitude (NMS [95%] and MS [98%]) towards environmental protection among both groups; however, no statistically significant differences were evident. While both groups had low levels of participation and engagement in environmental protection and outdoor recreation activities, the MS group had comparatively higher participation than the NMS group. The relationship between participation and satisfaction was significantly positive for MS students and significantly negative for NMS students. To increase minority students' knowledge and participation in pro-environmental activities in the future, Alabama's Environmental Education Program should emphasize selective activities (e.g., involving students' families and communities in environmental initiatives, providing opportunities to students to socialize and have fun with nature, and encouraging age-appropriate teaching and learning approaches).

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“…If higher education is indeed effective in inducing change in students' pro-environmental behavior, all else equal, it logically follows that one should see the probability of pro-environmental behavior increase with the number of years spent on campus. However, present evidence of changes in pro-environmental behavior throughout the college experience is rather limited (Heyl et al, 2013;Vicente-Molina et al, 2013). There is some evidence that environmental attitudes improve with years spent on campus (Fernandez-Manzanal et al, 2007;Levine and Strube, 2012).…”

Section: Introductionmentioning

confidence: 99%

Heterogeneity in the preferences and pro-environmental behavior of college students: the effects of years on campus, demographics, and external factors

Meyer

2016

Journal of Cleaner Production

114

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Models from several social science fields have identified factors that lead to proenvironmental behavior. This research builds on those models by analyzing a survey completed by over 500 undergraduates at a US liberal arts university to examine the characteristics of students that are associated with more environmentally friendly behavior and quantify the desirability of different environmental initiatives. There is evidence that the probability of pro-environmental behavior substantially increases with each additional year that a student spends on campus. The magnitude of the effect is between 4 to 10 percentage points per year, depending on the specific behavior and empirical model. This contribution suggests that higher education impacts pro-environmental behavior and supports the notion that higher education institutions can play an important role in making societies more sustainable. Further, evidence is presented to suggest that this increase in pro-environmental behavior over one's college career is due to factors outside of the formal curriculum. This study also finds that females and ethnic/racial minorities engage in significantly higher levels of green behavior including recycling and double-sided printing. On average, students prefer sustainability initiatives related to energy conservation and recycling to other environmental programs but there is a great deal of heterogeneity in these preferences.

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Environmental attitudes and behaviors of college students: a case study conducted at a chilean university

Cited by 68 publications

References 16 publications

Building pro-environmental behavior among school community of Adiwiyata green school

Building pro-environmental behavior among school community of Adiwiyata green school

Minority High School Students in Non-Math-Science-Oriented and Math-Science-Oriented Majors: Do They View the Environment Differently?

Heterogeneity in the preferences and pro-environmental behavior of college students: the effects of years on campus, demographics, and external factors

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