Does Interpretation Influence Elaboration and Environmental Behaviors?

Autor/inn/en	Powell, Robert B.; Vezeau, Susan Lynn; Stern, Marc J.; Moore, DeWayne D.; Wright, Brett A.
Titel	Does Interpretation Influence Elaboration and Environmental Behaviors?
Quelle	In: Environmental Education Research, 24 (2018) 6, S.875-888 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stern, Marc J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2017.1339302
Schlagwörter	Environmental Education; Parks; Youth; Residential Programs; Structural Equation Models; Environmental Interpretation; Natural Resources; Conservation Education; Program Evaluation; Attitude Change; Behavior Change; Elementary Education; Elementary School Students; Influences; Intention; Predictor Variables; Summer Programs; Student Surveys; Statistical Analysis; Pretests Posttests; Regression (Statistics); Gender Differences; Race + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Freizeitpark; Jugend; Jugendlicher; Jugendalter; Sozialer Wohnungsbau; Umweltzentrum; Natural Ressource; Natürliche Ressource; Programme evaluation; Programmevaluation; Attitudinal change; Einstellungsänderung; Elementarunterricht; Influence; Einfluss; Einflussfaktor; Prädiktor; Sommerkurs; Schülerbefragung; Statistische Analyse; Regression; Regressionsanalyse; Geschlechterkonflikt; Rasse; Abstammung
Abstract	Understanding the development of pro-environmental behavioral intentions and behaviors remains one of the greatest challenges for environmental educators worldwide. Using the Elaboration Likelihood Model as a theoretical foundation, we developed surveys to evaluate the influence of the Great Smoky Mountains National Park Junior Ranger program on youths' (ages 8-13) elaboration (comprised of awareness, interest, and cognitive engagement) and stewardship behaviors. Results suggest that these programs had significant immediate influences on both elaboration as well as stewardship intentions and behaviors. We then investigated whether elaboration was predictive of children's behavioral intentions and self-reported behaviors associated with stewardship using structural equation modeling (SEM). Results suggest that elaboration accounted for 88% of the variance in participants' stewardship behaviors/intentions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01