Using Bogner and Wiseman’s Model of Ecological Values to measure the impact of an earth education programme on children’s environmental perceptions

Johnson, Bruce; Manoli, Constantinos C.

doi:10.1080/13504620801951673

Cited by 100 publications

(91 citation statements)

References 14 publications

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“…The repeatedly confirmed 2-MEV structure again appeared when factors behind the applied items were extracted; given the number of repeated confirmation studies, this constancy was not surprising [33][34][35][36]38]. This factor-analyzed structure is even true when (as in our case) a mere seven items were used to cover each subscale.…”

Section: Discussionsupporting

confidence: 63%

Environmental Values (2-MEV) and Appreciation of Nature

Bogner

2018

Sustainability

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When monitoring the long history of empirical instruments for environmental attitude measurement, the Two Major Environmental Value model (2-MEV) with its two higher order factors: Preservation (PRE) and Utilization (UTL) has repeatedly and independently been confirmed. PRE assesses preferences towards conservation of nature and the environment, whilst UTL measures preferences towards utilization/exploitation of nature. The latter, however, does not yet include the positive aspects of benefitting from the (enjoyable) use of nature. Consequently, besides the established 2-MEV-battery, additional items from an "Appreciation of Nature" (APR) scale were applied to an Irish sample of 289 secondary school students (age: M = 14.3 years). Responses to the altogether 30-item battery were applied on an oblique rotation by using the Promax procedure: UTL and PRE appeared as orthogonally related factors, APR correlated to PRE with 0.283. Based on loading scores, the item number for each subscale was further reduced to make the analysis more manageable in educational outreach sites; on those sites, where completing questionnaires may well be quite unpopular, they are very much needed for planning and fine-tuning educational programs. Therefore, extending the 2-MEV scale with an added scale for Appreciation may help: (i) to judge participants' feedback for adjusting/balancing program contents better; and (ii) to promote appreciation as a successful strategy for shifting individuals away from their individual exploitative preferences.

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Section: Discussionsupporting

confidence: 63%

Environmental Values (2-MEV) and Appreciation of Nature

Bogner

2018

Sustainability

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“…Such studies typically not only look at environmental behaviors as measures of success for educational initiatives, but also include psychosocial precedents such as knowledge, attitudes, connectedness, etc. [15][16][17]. Another approach to look at the causation of behavior is that of motivation.…”

Section: Introductionmentioning

confidence: 99%

Because My Friends Insist or Because It Makes Sense? Adolescents’ Motivation towards the Environment

Pauw¹,

Petegem²

2017

Sustainability

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Abstract:We present the results of a study that focuses in on issues of validity of the motivation towards the environment scale (MTES) in the context of Flanders (the Flemish-speaking community in Belgium). The instrument was developed almost two decades ago in Canada, and is designed to measure the self-determined motivation of people for performing pro-environmental behaviors, but has not yet been applied widely to different contexts. Here, we use a sample of 1730 grade 12 students from 71 schools across Flanders, to focus on specific issues concerning the validity of the MTES in the context of Flanders. We deal with its construct validity, through the estimation of a confirmatory factor analysis. Next, we test the reliability of the MTES and the hypothesized simplex structure by calculating intercorrelations between all six MTES subscales. External validity of the MTES is addressed by correlating the subscales to well-established environmental psychological constructs, such as the models of two major environmental values, the connectedness to nature scale, and the general ecological behavior scale. Finally, we also look at the discriminative validity of the MTES by testing gender differences in self-determined motivations towards the environment. Overall, our results confirm that the MTES is a valid and reliable instrument that can also be used outside the cultural context within which it was developed, to measure the diverse motivations of (young) people to engage in environmental behavior.

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“…Tyto výsled-ky je třeba interpretovat v určitém kontextu. Vliv pobytových programů na proenvironmentální postoje žáků byl předmětem řady zahraničních i domácích výzkumů (Dettman & Pease, 1999;Johnson & Manoli, 2008;Martin, 2003;Rickinson, 2001;Smith-Sebasto & Semrau, 2004;Zelezny, 1999). Na jejich základě lze předpokládat, že několikadenní pobytové programy skutečně mohou ovlivnit postoje účastníků.…”

Section: Diskuseunclassified

Evaluace orientovaná na uživatele: zkušenost s pobytovým programem Člověk a prostředí

Činčera¹

2018

Orbis Scholae

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Jan ČinčeraTechnická univerzita v Liberci, Fakulta přírodovědně-humantní a pedagogická Abstrakt: Článek prezentuje průběh a výsledky evaluačního výzkumu pobytového programu střediska ekologické výchovy SEVER. V rámci evaluace bylo zkoumáno, zda program ovlivňuje postoje žáků k ochraně přírody a jejich odhodlanost k proenvironmentálnímu jednání. V rámci zkoumané množiny žáků (N = 156) byl naměřen efekt programu na obě proměnné a zjištěna jejich vzájemná korelace. V kvalitativní části výzkumu žáci nejčastěji uváděli, že se naučili lépe třídit odpady, rozšířili svoje znalosti o přírodě a posílili spolupráci ve třídě. Článek dále popisuje dva roky trvající evaluační proces, upozorňuje na problémy spojené s evaluací orientovanou na uživatele, ale i na přínosy tohoto přístupu.Klíčová slova: evaluace orientovaná na uživatele, odhodlanost k jednání, postoje k ochraně přírody, střediska ekologické výchovy Utilization-focused evaluation: Experiences with the educational programme Man and the EnvironmentAbstract: The article describes the process and results of an evaluation research of an educational camp of the Centre for Environmental Education SEVER. The evaluation focused on the impact of the programme on pupils' attitudes towards conservation and their intention to act in an environment-friendly way. In the sample (N = 156), the effect of the programme on both dependent variables was found; a significant correlation between both variables was also found. In a qualitative part of the research, pupils most often reported improving their recycling competencies, enriching their biological awareness and increasing the level of cooperation in their classes. The article also describes a 2-year long process of evaluation and notices both pros and cons connected with utilization-focused evaluation.

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Using Bogner and Wiseman’s Model of Ecological Values to measure the impact of an earth education programme on children’s environmental perceptions

Cited by 100 publications

References 14 publications

Environmental Values (2-MEV) and Appreciation of Nature

Environmental Values (2-MEV) and Appreciation of Nature

Because My Friends Insist or Because It Makes Sense? Adolescents’ Motivation towards the Environment

Evaluace orientovaná na uživatele: zkušenost s pobytovým programem Člověk a prostředí

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