Environmental Service-Learning in the United Arab Emirates: Is It Mediated by the Effects of Biographical and Demographical Variables?

Autor/inn/en	Howari, Fares; Qafisheh, Nida; Nazzal, Yousef
Titel	Environmental Service-Learning in the United Arab Emirates: Is It Mediated by the Effects of Biographical and Demographical Variables?
Quelle	In: Applied Environmental Education and Communication, 18 (2019) 4, S.300-312 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Qafisheh, Nida)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-015X
DOI	10.1080/1533015X.2018.1473820
Schlagwörter	Foreign Countries; Environmental Education; Service Learning; Student Characteristics; Positive Attitudes; Educational Attainment; Age Differences; Young Adults; Community Development; Conservation (Environment); Citizen Participation; High School Students; Adolescents; United Arab Emirates + Suchen Sie Ihr Suchwort? Ausland; Umweltbildung; Umwelterziehung; Umweltpädagogik; Service-Learning; Bildungsabschluss; Bildungsgut; Age; Difference; Age difference; Altersunterschied; Young adult; Junger Erwachsener; Community; Development; Entwicklung; Conservation; Environment; Konservierung; Bewahung; Umwelt; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Vereinigte Arabische Emirate
Abstract	This study evaluates environmental service-learning in the United Arab Emirates (UAE) in relation to demographic variables and students' characteristics. A diverse group of school and community sites were recruited. Statistical analysis was performed between the final attitude index scores and demographic variables. UAE citizens were found to have a more positive attitude toward the environment than others. Educational level and age were also significantly associated with final attitude index scores. Participants aged 18-22 years scored significantly higher (p < 0.003) than those who were younger than 18 years and older than 22 years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01