Environmental attitudes of senior secondary school students in South Australia

Worsley, Anthony; Skrzypiec, Grace

doi:10.1016/s0959-3780(98)00016-8

Cited by 81 publications

(47 citation statements)

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“…Besides, gender appeared to play a role in elucidating the variation in the two components of environmental literacy variables along with environmental attitude and uses. Female pre-service teachers tended to have more positive attitudes and have more responsible actions toward the environment than male pre-service teachers, which is in line with other studies (Alp et al, 2006;Berberoglu and Tosunoglu, 1995;Huang and Yore, 2003;Chu et al, 2007;Tikka et al, 2000;Yilmaz et al, 2004;Worsley and Skrzypiec, 1998;Zelezny et al, 2000). For example, according to Tikka et al (2000), whereas males are more likely to emphasize mastering nature and taking benefits from natural resources, females obtain a more emotional attitude toward nature.…”

Section: How Can Education Help? How Education Can Be Integrated In Msupporting

confidence: 88%

Managing Air Pollution: How Does Education Help?

Teksöz¹

2011

The Impact of Air Pollution on Health, Economy, Environment and Agricultural Sources

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Section: How Can Education Help? How Education Can Be Integrated In Msupporting

confidence: 88%

Managing Air Pollution: How Does Education Help?

Teksöz¹

2011

The Impact of Air Pollution on Health, Economy, Environment and Agricultural Sources

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“…The strong female bias in the Slovakian schools was due to unknown reasons. However, a moderate to stronger gender bias has been reported in a variety of previous studies related to environment and social psychology issues among school students from Slovakia and in other countries (see [32,53,110]; [66]). …”

Section: Main Sample For the Analysismentioning

confidence: 87%

International Survey on Bioenergy Knowledge, Perceptions, and Attitudes Among Young Citizens

et al. 2011

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The present study with an international perspective, investigated the state of knowledge, perceptions, and attitudes among young students toward bioenergy in Finland, Slovakia, Taiwan, and Turkey. A total of 1,903 students with an average age of 15 years from 19 rural and urban schools participated in this study. The study found statistically significant differences in students' bioenergy knowledge with respect to the countries. Only a small percentage of the students in each country were able to demonstrate a high level of bioenergy knowledge. In overall, the gender and rural-urban differences did not play a significant role in determining students' level of bioenergy knowledge. The students appeared to be very critical of bioenergy and especially of the issues related to bioenergy production from forests. They demonstrated positive attitudes in terms of their willingness to learn about bioenergy and its use in their daily life. The study found statistically significant effects of gender and locality on students' perceptions of bioenergy. Most knowledgeable students in bioenergy appeared to be most critical in their perceptions and attitudes toward bioenergy. The principal component analysis revealed three distinct dimensions of students' perceptions and attitudes toward bioenergy viz., "motivation", "critical", and "practical". A broader societal support is needed for the introduction of bioenergy in many countries and young generation's positive attitudes to this matter is certainly important for people who will create policies in this area. More efforts are needed to support young students so that they understand the multi-dimensional issues related to bioenergy by allowing them to have practical experiences with bioenergy.

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“…Average environmental concern [18] of the participants was moderately high (Mean 4.15, STD 0.68 on a scale from 1 low to 5 high). Scores on importance of social comparison [17] are in the medium range (Mean 3.19, STD 0.84, again scale from 1 to 5).…”

Section: Research Questions and Methodsmentioning

confidence: 98%

“…In order to further explore which factors actually underlie the users willingness to participate in challenges we analyzed the data using a multiple linear regression approach with the number of challenges participated as independent variable. As dependent variables we used basic demographics (sex, age), ICT-competence, Environmental concern (measured using the scale provided in [18]) and a score of importance of the dimension of social comparison (based on [17]). This resulted in an overall marginally significant model (F 5,31 =2.326, p=0.066, adjusted r 2 =0.156).…”

Section: Challengesmentioning

confidence: 99%

Using Individual and Collaborative Challenges in Behavior Change Support Systems: Findings from a Two-Month Field Trial of a Trip Planner Application

Schrammel

Prost

Mattheiss

et al. 2015

Lecture Notes in Computer Science

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Abstract. Besides other popular strategies, such as feedback and (social) comparisons, challenges have been proposed and used to influence people's behavior towards a targeted goal. However, only very limited data on the effectiveness of such approaches and how to best design them is available yet. In this work we report the findings of a two months field study analyzing the effectiveness and perception of challenges in the context of influencing personal mobility. Individual and collaborative approaches towards challenges were studied, and specific focus was laid on what aspect makes users willing to participate in these challenges. Our findings suggest that both individual and collaborative challenges have the potential to sustain the interest of users in using behavior change support systems, that collaborative and individual challenges seem to not attract different types of users, that individual challenges in general are preferred, and that challenges are only a useful means for a subset of users. Also, ICT-competence seems to be an important aspect of being willing to participate in electronically organized challenges.

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Environmental attitudes of senior secondary school students in South Australia

Cited by 81 publications

References 0 publications

Managing Air Pollution: How Does Education Help?

Managing Air Pollution: How Does Education Help?

International Survey on Bioenergy Knowledge, Perceptions, and Attitudes Among Young Citizens

Using Individual and Collaborative Challenges in Behavior Change Support Systems: Findings from a Two-Month Field Trial of a Trip Planner Application

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