Konsumhandlungen und Nachhaltigkeit: (Wie) passt das zusammen?

Gude, Marlies

doi:10.1007/978-3-658-19965-4_12

Cited by 3 publications

(2 citation statements)

References 57 publications

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“…For each of the following examples, please indicate the extent to which you have done this yourself in the last three years" with 4 items, 5-point Likert scale (1 = "never", 5 = "always"). Example: "I buy regional, seasonal and organic foods" [118], Cronbach's α in the present study = 0.56.…”

Section: Sustainability In Everyday Lifementioning

confidence: 65%

“…The following are available online at https://www.mdpi.com/article/ 10.3390/su13158273/s1, Table S1: Questionnaire, Table S2: Students motivation to become a teacher-coding details, Table S3: Students' sustainability conceptions-coding details. References used in the Supplementary Materials: [28,67,[116][117][118][119][120][121].…”

Section: Supplementary Materialsmentioning

confidence: 99%

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“I Wanted a Profession That Makes a Difference”—An Online Survey of First-Year Students’ Study Choice Motives and Sustainability-Related Attributes

et al. 2021

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Higher education institutions are obligated to facilitate students in the development of sustainability competencies, which enable them to act as “change agents” in their future profession-specific environment. Therefore, students’ study motives, prior knowledge, attitudes, and experiences regarding sustainability should be considered when designing Education for Sustainable Development (ESD) programmes. The present study compares first-year students in teacher training with first-year students in other study programmes and explores their study choice motives as well as sustainability-related conceptions, engagement and self-efficacy beliefs using a semi-standardised online questionnaire. Results show that the choice of study is dominated by intrinsic factors and the relevance of extrinsic factors differs by degree programmes with lower extrinsic values for the teacher training students. Regarding sustainability, we find simple and often unelaborated concepts. Teacher training students show significantly higher scores than non-teacher training students regarding the sustainability-related behavioural domain and self-efficacy beliefs. In addition, a gender gap increasing with age and with lower sustainability scores for older males could be identified but only for teacher training students. In conclusion, the results show valuable starting points as well as challenges that should be considered when designing target-oriented learning processes in (inter)disciplinary sustainability courses at higher education institutions.

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Section: Sustainability In Everyday Lifementioning

confidence: 65%