Environmental Learning in Regions: A Social Capital Based Approach. The Case of Latvia

Autor/inn/en	Sechi, Guido; Borri, Dino; De Lucia, Caterina; Celmins, Viesturs
Titel	Environmental Learning in Regions: A Social Capital Based Approach. The Case of Latvia
Quelle	In: Environmental Education Research, 24 (2018) 3, S.343-364 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2016.1214867
Schlagwörter	Foreign Countries; Environmental Education; Social Capital; Structural Equation Models; Knowledge Level; Sustainable Development; Hypothesis Testing; Correlation; Surveys; Public Opinion; Satisfaction; Ethnic Groups; Social Attitudes; Educational Attainment; Pollution; Place of Residence; Statistical Analysis; Maximum Likelihood Statistics; Regression (Statistics); Latvia + Suchen Sie Ihr Suchwort? Ausland; Umweltbildung; Umwelterziehung; Umweltpädagogik; Sozialkapital; Wissensbasis; Nachhaltige Entwicklung; Hypothesenprüfung; Hypothesentest; Korrelation; Survey; Umfrage; Befragung; Öffentliche Meinung; Zufriedenheit; Ethnie; Social attidude; Soziale Einstellung; Bildungsabschluss; Bildungsgut; Schadstoffbelastung; Wohnort; Statistische Analyse; Regression; Regressionsanalyse; Lettland
Abstract	How do people learn about the environment and behave accordingly? What is the cognitive process at the base of this learning mechanism? The present paper is a pilot work investigating the dynamics of individual environmental knowledge on the basis of social capital theory. Using Tsai and Ghoshal's findings, a well known framework widely accepted in organizational studies which supports the existence of a relationship between structural, relational and cognitive dimensions of social capital, and between social capital and knowledge exchange, these dynamics are then tested in the context of environmental behaviour studies. The quantitative analysis is carried out by means of a structural equation model based on data collected in the Republic of Latvia. Results support main theoretical hypotheses, but several effects are found to be highly sensitive to control variables (residence place dimensions, ethnic affiliation, age, personal income), leading to hypothesise a strong dependency of environmental learning patterns on the socio-demographic, socio-economic and cognitive context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01