Literaturnachweis - Detailanzeige
Autor/in | Moody-Marshall, Rasheda |
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Titel | An Investigation of Environmental Awareness and Practice among a Sample of Undergraduate Students in Belize |
Quelle | In: Environmental Education Research, 29 (2023) 7, S.911-928 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1350-4622 |
DOI | 10.1080/13504622.2022.2079613 |
Schlagwörter | Foreign Countries; Climate; Conservation (Environment); Undergraduate Students; Knowledge Level; Student Behavior; Correlation; Gender Differences; Intellectual Disciplines; Student Characteristics; Sustainable Development; Belize |
Abstract | Climate change is causing rapid environmental deterioration in the Caribbean. Therefore, empowering citizens to become environmentally literate is crucial. This study examined environmental awareness (EA) and practice (EP) among a sample (n=207) of Belizean undergraduate students. An Environmental Knowledge Indicator (High = 18-20; Moderate = 14-17; Low = 10-13; Poor = 7-9; Very Poor= < 6) and an Environmentally Responsible Behaviour scale (High = 72-80; Moderate = 56-71; Low = 40-55; Poor = 26-39; Very Poor= < 25) were used to collect data. Results revealed low levels of environmental awareness (M=13.5), and poor environmentally responsible practice (M=33.4). There was no statistically significant relationship between EA and EP. Males had statistically higher EA scores (M =14.06) than females (M= 12.49), t (205) = 3.53, p =0.001. They also had statistically higher EP scores (M=35.11) than females (M = 32.15), t (203) = 2.07, p<0.05). Natural Science students had statistically higher EA scores (M = 13.93) than Social Science students (M= 12.41), t (205) = -3.51, p=0.001. They also had statistically higher EP scores (M = 34.97) than Social Science students (M= 31.82), t (203) = -2.23, p<0.05. These results may suggest inadequate exposure to Education for Sustainable Development models. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |