Group Title: Analysis of the correlations between the attitude, behavior, and knowledge components of environmental literacy in undergraduate university students
Title: An Analysis of the correlations between the attitude, behavior, and knowledge components of environmental literacy in undergraduate university students
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Permanent Link: http://ufdc.ufl.edu/UF00100691/00001
 Material Information
Title: An Analysis of the correlations between the attitude, behavior, and knowledge components of environmental literacy in undergraduate university students
Physical Description: Book
Language: English
Creator: Kibert, Nicole Courtney ( Dissertant )
Thiele, Les ( Thesis advisor )
Breeze, Marshall ( Reviewer )
Scicchitano, Mike ( Reviewer )
Publisher: State University System of Florida
Place of Publication: Florida
Publication Date: 2000
Copyright Date: 2000
 Subjects
Subjects / Keywords: Interdisciplinary Ecology thesis, M.S   ( lcsh )
Dissertations, Academic -- Interdisciplinary Ecology -- UF   ( lcsh )
Genre: government publication (state, provincial, terriorial, dependent)   ( marcgt )
bibliography   ( marcgt )
theses   ( marcgt )
non-fiction   ( marcgt )
Spatial Coverage: United States--Florida--Gainesville
 Notes
Abstract: As far back as the 1972 United Nations Conference in Stockholm, lack of public awareness about the environment has been a topic of international concern. This commitment to raising public environmental awareness was renewed in 1992 at the Earth Summit in Rio de Janeiro and is manifested in Chapter 36 of Agenda 21. In 1977, a United Nations conference was convened in Tbilisi, Georgia that resulted in the Tbilisi Declaration which affirmed the international commitment to international environmental education. The Tbilisi Declaration was reaffirmed at the Thessaloniki Conference on environmental education in 1997. Environmental literacy is the embodiment of this international commitment to raise environmental awareness in citizens around the world. Environmental literacy goes a step further than basic literacy by including environmental knowledge as well as attitudes and behaviors that are related to environmental sustainability. The purpose of this study is to analyze the relationships between the major components of environmental literacy--attitudes, behaviors and knowledge--in undergraduate university students; and to examine differences in scores on components of environmental literacy by gender, class standing and age subpopulations. The study involved administering the Environmental Literacy Survey (ELS), a version of the Modified Wisconsin Environmental Survey. There were 817 respondents to the ELS, representing a wide variety of academic majors. Of the respondents, 51.6% were males and 48.4% were female; 68.2% were younger than 20 years of age, and 31.8% were 20 years of age or older; 49.7% of the respondents were freshmen, 24% sophomores, 14.7% juniors, and 11.6% seniors. Undergraduates at UF have a moderately high environmental attitude (70.5%), followed by moderate knowledge (65.5%) and very low environmental behaviors (39%). The environmental literacy model used to analyze the correlations was developed by reviewing behavior change and persuasion theories, studies of the components of environmental literacy and their relationships, and environmental education research. Pearson's (r) and Spearman's (r subcript s) correlations were calculated for the data. Knowledge and attitude had a weak correlation (r = .220, r subcript s = .202). Attitude and behavior components demonstrated a moderate correlation (r = .480, r subscript s = .494). These correlations substantiated my hypothesis that knowledge and attitude would have a weak correlation, knowledge and behavior no relationship, and attitude and behavior a moderate relationship. As a result of principal component analysis, an additional component "perceived behavioral control" was added to the model. The correlations that were calculated for this model produced basically the same results as the initial correlations. Knowledge had an insignificant relationship with behavior and with perceived behavioral control. Knowledge again had a weak correlation with attitude (r = .232, r subscript s = .211). The relationship between attitude and behavior was still moderate (r = .439, r subscript s = .448). Behavior and perceived behavioral control also demonstrated a moderate correlation (r = .376, r subscript s = .373). Finally, attitude and perceived behavioral control had a moderate relationship (r = .399, r subcript s = .379). With respect to subpopulation differences analyzed with ANOVA, a portion of my research hypothesis was substantiated at the alpha = .01 level, that is, males did have a significantly higher knowledge component score, while females had a significantly higher attitude score. At the alpha = .05 level, females also had a significantly higher behavioral score than males did. There was no significant difference in the overall environmental literacy index score in the gender subpopulation analysis. The remaining part of my hypothesis was not substantiated in that significant differences were found in each component of environmental literacy at the alpha = .05 level (and for most of the components at the alpha = .01 level); and in the environmental literacy index score as well, in the age and class standing subpopulation analysis of variance. Further research is necessary to understand how the various components of environmental literacy interact in reality, particularly in different subpopulations, so that an effective course of action can be established for environmental literacy programs. Building on existing tendencies for environmental literacy to increase naturally, as was demonstrated by the class standing and age subpopulations, will allow students to engage deliberately in responsible environmental behavior.
Subject: environmental literacy, attitudes, behavior, knowledge, ecological literacy
Thesis: Thesis (M.S.)--University of Florida, 2000.
Bibliography: Includes bibliographical references (p. 79-82).
System Details: System requirements: World Wide Web browser and PDF reader.
System Details: Mode of access: World Wide Web.
Statement of Responsibility: by Nicole Courtney Kibert.
General Note: Title from first page of PDF file.
General Note: Document formatted into pages; contains xi, 83 p.; also contains graphics.
General Note: Vita.
 Record Information
Bibliographic ID: UF00100691
Volume ID: VID00001
Source Institution: University of Florida
Holding Location: University of Florida
Rights Management: All rights reserved by the source institution and holding location.
Resource Identifier: oclc - 45840211
alephbibnum - 002639423
notis - ANA6250

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