Role of Significant Life Experiences in Building Environmental Knowledge and Behavior among Middle School Students

Autor/inn/en	Stevenson, Kathryn T.; Peterson, M. Nils; Carrier, Sarah J.; Strnad, Renee L.; Bondell, Howard D.; Kirby-Hathaway, Terri; Moore, Susan E.
Titel	Role of Significant Life Experiences in Building Environmental Knowledge and Behavior among Middle School Students
Quelle	In: Journal of Environmental Education, 45 (2014) 3, S.163-177 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-8964
DOI	10.1080/00958964.2014.901935
Schlagwörter	Middle School Students; Environmental Education; Correlation; Role Models; Student Behavior; Television Viewing; Knowledge Level; Conservation (Environment); Predictor Variables; Racial Differences; Experience; Class Size; Small Classes; Low Income Groups; Natural Resources; Outdoor Education; Student Surveys; Multiple Regression Analysis; Recreational Activities; Student Characteristics; Institutional Characteristics; North Carolina + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Umweltbildung; Umwelterziehung; Umweltpädagogik; Korrelation; Identifikationsfigur; Student behaviour; Schülerverhalten; Fernsehkonsum; Wissensbasis; Conservation; Environment; Konservierung; Bewahung; Umwelt; Prädiktor; Rassenunterschied; Erfahrung; Klassengröße; Natural Ressource; Natürliche Ressource; Freiluftunterricht; Schülerbefragung; Freizeitgestaltung
Abstract	Significant life experience research suggests that the presence of role models, time outdoors, and nature-related media foster pro-environmental behavior, but most research is qualitative. Based on a random sample of middle school students in North Carolina, USA, we found limited positive associations between presence of a role model and time outdoors with behavior and a negative association between watching nature television and environmental knowledge. The strongest predictors of environmental knowledge and behavior were student/teacher ratio and county income levels, respectively. We also found that Native Americans engaged in environmental behaviors more than Caucasians, and that African American and Hispanic students had lower levels of environmental knowledge. Accordingly, life experiences appear less important than promoting small class sizes and addressing challenges associated with lower incomes in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10