Discourses of Pro-Environmental Behavior: Experiences of Graduate Students in Conservation-Related Disciplines

Autor/inn/en	Easton, Janice; Koro-Ljungberg, Mirka; Cheng, Judith Chen-Hsuan
Titel	Discourses of Pro-Environmental Behavior: Experiences of Graduate Students in Conservation-Related Disciplines
Quelle	In: Applied Environmental Education and Communication, 8 (2009) 2, S.126-134 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-015X
Schlagwörter	Grounded Theory; Graduate Students; Environmental Education; Natural Resources; Higher Education; Energy Conservation; Interviews; Social Influences; Florida + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Umweltbildung; Umwelterziehung; Umweltpädagogik; Natural Ressource; Natürliche Ressource; Hochschulbildung; Hochschulsystem; Hochschulwesen; Energieerhaltung; Energiespeicherung; Interviewing; Interviewtechnik; Sozialer Einfluss
Abstract	It can be argued that the environmental behaviors of conservation and natural resources professionals' may well serve as exemplars for the general public to emulate. Understanding the experiences and influences that shape the behaviors of individuals with contextual and empirical knowledge about desirable and beneficial conservation practices can help education managers when designing programs that target pro-environmental behaviors. This grounded theory study examined the discourses that shape pro-environmental behaviors among six graduate students pursuing degrees in conservation-related fields. Together, biophysical context, higher education, and personal costs were the main influences shaping the discourses that participants used to describe their pro-environmental behaviors. (Contains 1 table.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10