Autonomous Motivation and Pro-Environmental Behaviours among Bedouin Students in Israel: A Self-Determination Theory Perspective

Autor/inn/en	Kaplan, Haya; Madjar, Nir
Titel	Autonomous Motivation and Pro-Environmental Behaviours among Bedouin Students in Israel: A Self-Determination Theory Perspective
Quelle	In: Australian Journal of Environmental Education, 31 (2015) 2, S.223-247 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2015.33
Schlagwörter	Foreign Countries; Self Determination; Collectivism; Student Attitudes; Self Concept; High School Students; Guidelines; Environmental Education; Conservation (Environment); Correlation; Outcomes of Education; Minority Groups; Cultural Background; Structural Equation Models; Personal Autonomy; Parent Child Relationship; Student Behavior; Activism; Student Motivation; Israel + Suchen Sie Ihr Suchwort? Ausland; Selbstbestimmung; Schülerverhalten; Selbstkonzept; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Richtlinien; Umweltbildung; Umwelterziehung; Umweltpädagogik; Conservation; Environment; Konservierung; Bewahung; Umwelt; Korrelation; Lernleistung; Schulerfolg; Ethnische Minderheit; Individuelle Autonomie; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Student behaviour; Aktivismus; Politischer Protest; Schulische Motivation
Abstract	Promoting pro-environmental behaviours (PEBs) among students is a major concern for educators. The present article presents an educational program based on a self-determination theory framework (SDT; Deci & Ryan, 2000) and a study demonstrating that working according to the theoretical principles presented in the program leads to the desired outcomes. The primary aim of the study was to test whether a hypothesised model in which autonomy support by students' parents and moderators in a large-scale intervention program would be associated with autonomous motivation, which would in turn lead to PEBs, over and above the contributions of the students' self-perceived competence and relatedness. The participants were 102 Bedouin high-school students (Grades 8 to 10) sampled from a cultural background characterised by a collectivist-hierarchical society in Israel. The results, based on structural equation modelling, indicated that moderators and parental autonomy support, as well as self-perceived relatedness and competence, were associated with students' autonomous motivation, which in turn was associated with pro-environmental behaviours (including cleaning behaviours, activism, and preserving behaviours). The study supported the hypothesised model and demonstrated that SDT can be utilised as a theoretical framework for educational programs aimed at improving students' self-determined PEBs. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01