Which Value Supports Pro-environmental Behavior? Future Direction for Pre-service Physics Teacher (original) (raw)
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Jurnal Pendidikan IPA Indonesia
In contrast with the global trend of male domination in science and technology, Indonesia’s pre-service science teacher program is widely attracted to female students. This study aims to investigate the correlations between pre-service science teachers’ pro-environmental behaviors (PEB) and values toward the environment through one-time cross-sectional survey studies. Information was collected from a sample of the predetermined population at one point, followed by correlational studies designed to explore the correlations between the variables under study. The questionnaire consists of three aspects of PEB (preservation, utilization, and appreciation) and four aspects of value (biospheric, altruistic, egoistic, and hedonic). A total of 273 female pre-service science teachers enrolling in four public universities in Indonesia participated through an online questionnaire. The purposive sampling method was chosen to constitute the sample of this study. In order to analyze the data coll...
BIODIK, 2019
Proenvironmental behavior is a behavior that seeks to minimize the negative impact on the environment which is influenced by several factors, one of which is motivation. This study aims to analyze the direct effect of motivation on proenvironmental behavior. This research was conducted using a quantitative approach with a causal survey method and analyzed using path analysis. The number of samples used as respondents is 200 students of class XI MIA SMAN 1 Tangerang Regency. Based on the results of testing the hypothesis it can be concluded that there is a positive direct effect of personality on proenvironmental behavior with a path analysis coefficient of 0.159. There is a positive direct effect of motivation on proenvironmental behavior with a path coefficient of 0.486. Keywords: Motivation, Pro Environment Behavior, Path Analysis. Abstrak. Perilaku pro lingkungan adalah perilaku yang berupaya meminimalkan dampak negatif terhadap lingkungan yang dipengaruhi oleh beberapa faktor,...
IJEEM - Indonesian Journal of Environmental Education and Management, 2019
Proenvironmental behavior is a behavior that seeks to minimize the negative impact on the environment which is influenced by several factors, one of which is motivation. This study aims to analyze the direct effect of motivation on proenvironmental behavior. This research was conducted using a quantitative approach with a causal survey method and analyzed using path analysis. The number of samples used as respondents is 200 students of class XI MIA SMAN 1 Tangerang Regency. Based on the results of testing the hypothesis it can be concluded that there is a positive direct effect of personality on proenvironmental behavior with a path analysis coefficient of 0.159. There is a positive direct effect of motivation on proenvironmental behavior with a path coefficient of 0.486.
Journal of Social Sciences, 2011
Problem statement: Recognizing the importance of 'Environmental Education' to be introduced in every level of school education, agencies responsible for curriculum reforms and text books preparation in India have made the subject as an integral part. It is felt necessary to investigate whether the teachers, who are disseminating the knowledge, are equipped with environmental attitude and the behavior towards environment so that they may shape up the behavior of their students. Thus, the present study is pertinent to be conducted over trainee teachers perusing B.Ed course intended to hone the skills for future profession and desirable criteria to be a 'School Teacher' to ascertain relationship of Responsible Environmental Behavior (REB) with Environmental Attitude (EA) and Scientific Attitude (SA). Approach: Present study involves descriptive survey research with a sample of 300 pupil teachers from randomly selecting four Teachers' training institute affiliated to University of Calcutta, India. Data is subjected to descriptive statistics, t-test, F-test as well as coefficient of correlation over pre-service and in-service pupil teachers belonging to Science; Commerce and Humanities streams of studies. Results: The result shows low correlation between EA and REB of pupil teachers while there is a significant correlation between REB and SA. Similarly, there are significant differences for both EA and REB between in-service and pre-service teachers whereas a significant effect of courses of study on EA is reported with no significant effect on REB of pupil teachers. Conclusion: The study suggests redesigning activities involved in teachers' training courses and assessing the determinant attitudes which may lead to responsible behavior of pupil teachers towards the green earth. The curriculum for teacher training should focus on developing scientific attitude irrespective of stream of affiliation of prospective teachers along with opening a field of research, eco-psychology, for further research.
Investigation of Pre-Service Science Teachers' Behavior towards Sustainable Environmental Education
International Electronic Journal of Environmental Education, 2020
The purpose of this study is to investigate pre-service science teachers’ sustainable environmental education behaviour and the factors affecting them in terms of some variables (gender and grade level). The study group of the current research is comprised of 206 pre-service teachers attending the Department of Science Education in the Faculty of Education of Kırsehir Ahi Evran University. The study employed the descriptive survey method, one of the quantitative research methods. As the data collection tool, “The Sustainable Environmental Education Behavior Scale” developed by Demirci Güler and Afacan (2012) was used in the study. The calculated Cronbach alpha value of the scale was found to be α=0.90. In the statistical analysis of the data, SPSS was used. In the analysis of the data, Independent Samples tTest and One Way ANOVA were run. It was found that the pre-service science teachers’ scores of behavior towards sustainable environmental education do not vary significantly by gender. In addition, a significant difference was found between the 2nd and 3rd grade pre-service science teachers’ average scores in favor of 2nd grade in the Environment-Friendly and Recyclable Products sub-factor of the scale.
Jurnal Teknologi Pro-Environmental Concern Among Primary School Students
2013
Public awareness on environmental issues is the prerequisite of the behavioural changes towards environmental-friendly activities. People who are concern about preserving the environment for present and future generations are more prone to engage in pro-environment lifestyles. In this study, the modified New Ecological Paradigm (NEP) scale was used to gauge 348 students’ pro-environmental concern. Based on 1 to 5 Likert scale response, students’ pro-environmental values was found to be high (mean=3.66, SD=0.59). Data analysis showed no difference in students’ belief system across gender and between students in Penang and Perak states. However, there was variation in pro-environmental concern between schools. It was also revealed that students’ science achievement in school is a moderate-effect predictor of their pro-environmental concern.
Determinants of Pro-Environmental Behaviour Among Students
2021
This paper examines the determinants of pro-environmental behaviour among university students. It uses the theory of planned behaviour in determining the factors that lead to such behaviour. The determinants consist of environmental awareness, psychological factors (motivation, moral norms, perceived behavioural control and attitude), environmental knowledge and personality traits (agreeableness, extroversion, conscientiousness, neuroticism and openness to experience). Data was collected using convenience sampling through self-administered surveys and online forms distributed to 400 students in a public university in Malaysia. Data was subjected to construct validity and reliability analysis. The findings highlighted that motivation, agreeableness and perceived behavioural control were positively related to the practice of pro-environmental behaviour, whereas environmental awareness, moral norms, attitude and environmental knowledge were negatively related. Some personality traits, namely neuroticism, openness to experience, conscientiousness and extraversion, did not show any significant relationship with the practice of pro-environmental behaviour. This study provides a scope to improvise and incorporate environmental practices into the habits of students by aligning their goals with the universities' dimensions, including curriculum, campus operation, research and outreach activities. The results could make an important contribution in establishing a sustained green culture through a new university paradigm.
2018
Environmental education’s teachers are responsible to endow students with the knowledge, values, attitudes and skills necessary to protect and sustain the environment. The current study investigates Greek teachers’ environmental attitudes, behavior and knowledge via Connectedness to Nature Scale (CNS) and Environmental Identity (EID) Scale. The approach combines applied methodological research like item analysis and Factor Analysis. Teachers’ derived scores in both scales were high confirming their positive attitudes in terms of the environment. Furthermore, teachers have positive environmental attitudes, showing pro-environmental behavior but also a moderate level of environmental knowledge.
Procedia - Social and Behavioral Sciences, 2010
Education for sustainability (ESD) is meant to enhance learners' knowledge, values, attitudes, and skills concerning sustainable development. In this study the relationships among Finnish grade nine students' (N = 2,367) values, attitudes, interests, and motivations were studied. Human-centered values, biocentric nature value, pro-environmental and pro-social attitudes, interests, and motivations were found to be interconnected. Attitudes, interests, and motivations connected to dismissive human and utilistic nature value correlated negatively with the factors. It is important to notice the connections between students' values and value-related orientations because they affect students' engagement in issues and activities concerning ESD at school.