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Assessing Environmental Attitudes and Cognitive Achievement within 9 Years of Informal Earth Education

Author

Listed:
  • Tessa-Marie Baierl

    (Centre of Math & Science Education (Z-MNU), Department of Biology Education, University of Bayreuth, 95447 Bayreuth, Germany)

  • Bruce Johnson

    (Department of Teaching, Learning & Sociocultural Studies, University of Arizona, Tucson, AZ 85721, USA)

  • Franz X. Bogner

    (Centre of Math & Science Education (Z-MNU), Department of Biology Education, University of Bayreuth, 95447 Bayreuth, Germany
    Affiliate Research Scientist, Earth Education Research & Evaluation, College of Education, University of Arizona; Tucson, AZ 85721, USA)

Abstract

Given the multitude of attitude scales, we examined the relationship between the 2-Major Environmental Values model (2-MEV) and the New Environmental Paradigm scale (NEP) based on a 6585 child sample over a 9-year period. The students participated in a three-day outdoor earth education program at field centers in three different US states (Arizona, Pennsylvania, and Louisiana). We further investigated the scales’ sensitivity to program effects, relating cognitive achievement and attitude with respect to a pro-environmental indicator of behavior (Y key). The NEP and Preservation correlated highly, while the subscales Utilization and Preservation showed a strong inverse relationship. Based on further reliability and validity scores, and in line with the literature, this pointed to a unidimensional Preservation of Nature scale as a concise attitude measurement. In structural equation modelling, Preservation related to knowledge gains and the Y key, and effects from Preservation on knowledge held true for all three states. This suggests Preservation as one factor influencing cognitive achievement and environmentally conscious performance. Regarding program effects, the Earthkeepers program seemed to induce pro-environmental shifts based on knowledge gains and attitude changes (Preservation increasing and Utilization decreasing). Pro-environmental shifts were most prominent for those who received the Y key.

Suggested Citation

  • Tessa-Marie Baierl & Bruce Johnson & Franz X. Bogner, 2021. "Assessing Environmental Attitudes and Cognitive Achievement within 9 Years of Informal Earth Education," Sustainability, MDPI, vol. 13(7), pages 1-19, March.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:7:p:3622-:d:523447
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    References listed on IDEAS

    as
    1. Franz X. Bogner & Michael Wiseman, 2006. "Adolescents’ attitudes towards nature and environment: Quantifying the 2-MEV model," Environment Systems and Decisions, Springer, vol. 26(4), pages 247-254, December.
    2. Ajzen, Icek, 1991. "The theory of planned behavior," Organizational Behavior and Human Decision Processes, Elsevier, vol. 50(2), pages 179-211, December.
    3. Constantinos C. Manoli & Bruce Johnson & Sanlyn Buxner & Franz Bogner, 2019. "Measuring Environmental Perceptions Grounded on Different Theoretical Models: The 2-Major Environmental Values (2-MEV) Model in Comparison with the New Ecological Paradigm (NEP) Scale," Sustainability, MDPI, vol. 11(5), pages 1-12, March.
    4. Shakil Regmi & Bruce Johnson & Bed Mani Dahal, 2019. "Analysing the Environmental Values and Attitudes of Rural Nepalese Children by Validating the 2-MEV Model," Sustainability, MDPI, vol. 12(1), pages 1-21, December.
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    Cited by:

    1. Sonja T. Fiedler & Thomas Heyne & Franz X. Bogner, 2022. "Closing the Gap: Potentials of ESE Distance Teaching," Sustainability, MDPI, vol. 14(14), pages 1-18, July.

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