The Effects of Direct and Indirect Experience on Affective and Cognitive Responses and the Attitude–Behavior Relation

Millar, Murray G.; Millar, Karen U.

doi:10.1006/jesp.1996.0025

Cited by 149 publications

(106 citation statements)

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“…Millar and Millar (1996) found that attitudes formed through direct experience with an "attitude" object tend to be affectively based whereas attitudes that are formed on indirect experience such as being told seem to be cognitively based. Although we did not ask children for their experience with bats or spiders, it is clear that there is a very low likelihood of their having had a direct experience with bats in comparison with having had one with spiders, at least in Slovakia.…”

Section: Discussionmentioning

confidence: 99%

“…The present study examines relationships between attitudes, knowledge and myths (referred to as alternative conceptions) in a sample of elementary school children aged 10 -16 year toward two distinct and unique animal groups, bats and spiders, which may be important in a biology curriculum. A comparison of attitudes toward these two distinct animal groups is also interesting, because attitudes that are formed through direct experience are rather affective and attitudes formed through indirect experience are rather cognitively based (Millar and Millar, 1996). Bats are unique examples of animals that agitate fear, but direct experiences with them would be less frequent than that with ubiquitous spiders.…”

Section: Purpose Of the Studymentioning

confidence: 99%

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“Disgusting” Animals: Primary School Children’s Attitudes and Myths of Bats and Spiders

Prokop

Tunnicliffe

2008

EURASIA J MATH SCI T

175

142

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Knowledge of animals may influence children"s beliefs and behaviour toward them, thus building positive attitudes toward animals is one of main goals of environmental education programmes. Although keeping animals contributes to the increase of children"s positive attitudes toward wild animals, pet owners show similar negative attitudes toward less popular animals such as insects, bats or rats than non-pet owners. Moreover, some of these animals are emblazoned with various myths (hereafter alternative conceptions) which may have a negative impact on children"s attitudes toward them. We used a novel approach with two questionnaires with nearly identical items for identifying attitudes to bats and spiders in a sample of primary school participants (N = 196) aged 10 -16 years. Score from each questionnaire was factor analysed and then compared with a pair-wise statistic. Children (especially girls) showed more negative attitudes toward spiders in comparison with bats. Both knowledge and alternative conceptions were distributed randomly irrespective of children"s age or gender. We found a moderate, but significant correlation between alternative conceptions and attitudes, whereas more alternative conceptions resulted in more negative attitudes. Interestingly, the link between attitude and knowledge was found just for bats, but not for spiders perhaps due to greater fear from spiders. Implications of the study for the science education practise are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Purpose Of the Studymentioning

confidence: 99%

“Disgusting” Animals: Primary School Children’s Attitudes and Myths of Bats and Spiders

Prokop

Tunnicliffe

2008

EURASIA J MATH SCI T

175

142

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“…For example, perceived threat is probably based on specific attitudes and these could be influenced by one's affective state during the attitude formation phase, if the attitude was acquired through direct experience (affect-based) (Pooley & O'Conner, 2000). 'Affect-based specific attitudes' are better predictors of behaviour (Millar & Millar, 1996), and should exist for Europeans who might have had direct experiences with tourism ecolabels (Lübbert, 2001;WTO, 2002).…”

Section: Reflections On 'Responsible Environmental Tourist Behaviour'mentioning

confidence: 99%

A Quasi-experimental Method for Testing the Effectiveness of Ecolabel Promotion

Reiser

Simmons

2005

Journal of Sustainable Tourism

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Despite the existence of tourism ecolabels for more than 10 years, tourists' decision making is still only marginally influenced by such labels and it appears that sustainability does not feature much in tourists' general consumption behaviour. However, two recent studies found that tourists' attitudes towards the Green Globe 21 (GG21) ecolabel in New Zealand were positive and the surveyed tourists appeared to have a high awareness of sustainability issues. Based on these findings, a quasiexperiment was conducted in the Christchurch Visitor Information Centre (CVIC) (main tourist hub of South Island) to investigate whether tourists' positive attitudes towards ecolabels would result in increased observable interest of GG21 ecolabelled products. The purpose of this paper is to describe the complex quasi-experimental methodology that has been developed in an attempt to get further insight into tourist behaviour related to ecolabelled tourist products. During May and June 2003 the impact of a promotional campaign on tourists' information search behaviour in the CVIC was tested. Observations of tourists and measurement of brochure up-take showed no increased interest in the ecolabel promotion campaign or the GG21 labelled products in the CVIC. The experimental methodology demonstrated that positive attitudes towards ecolabels are an unreliable predictor of responsible environmental tourist behaviour.

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“…are more commonly cognitively based (Millar 1996;Pooley and O'Connor 2000). Moreover, attitudes gained from direct experience (affect-based) have also been shown to be better indicators of behavior than are ones gained from indirect experience (Millar 1996). Behavior Behavior includes overt actions by an individual and verbal statements regarding his/her actions.…”

Section: Ecological Intention To Actmentioning

confidence: 99%

“…The large (thick) arrows note the variables specifically targeted in this study after the educational interventions If participating in an experiential environmental program can lead to a change of attitudes, this change could help influence intention to act (Hungerford and Volk 1990;Millar 1996;Mittelstaedt 1999). …”

Section: Figure 2 Theory Of Planned Behavior Based On Model From (Ajmentioning

confidence: 99%

Underwater Photo-Elicitation: A New Experiential Marine Education Technique

Andrews

Stocker

Oechel

2018

Aust. J. environ. educ.

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Psychologists generally agree that the rapid introduction and widespread use of new technologies is leading to ever-greater physical and psychological disconnection between humans and the non-human world. This disconnect is proving harmful to both individuals and the rest of the natural Earth community (Gaia). Developing educational techniques that reverse this destructive trend is of the upmost importance. Underwater photoelicitation is a new experiential environmental education technique designed for this purpose.This thesis describes and assesses underwater photoelicitation for its effectiveness as an educational tool within the context of community and school programs. Two separate groups, one comprising adults and one, high school students, were given underwater cameras and sent on snorkeling journeys during which they were instructed to photograph their experiences. Participants were then interviewed using individual and group photoelicitation methodologies. This technique was created to combine a relatively new technology, inexpensive digital underwater cameras, and direct experience in the non-human world with the goal of reconnecting humans to the rest of nature. This project marks the first time that underwater photoelicitation appears in environmental education research.The theoretical framework was nested within ecopsychology, deep ecology, and conservation psychology. The use of mixed methods (qualitative and quantitative) resulted in a more robust data analysis and led to a better understanding of underlying learning processes. The research was predominantly qualitative, and major themes were developed from questionnaires and interviews. Pre-and postquantitative surveys provided insight into attitude change and intention to act with pro-environmental behavior. 4Although underwater photoelicitation was effective at increasing awareness, eliciting emotional reactions, and fostering a sense of connection to the ocean, it was not necessarily effective at promoting positive attitudes and behaviors. Interestingly, while some attitudes about and behaviors toward the ocean did become more positive, others appeared to become more negative. This complex relationship between an outdoor experiential education program and environmental attitudes and behavior comports with previous environmental education research.In conclusion, underwater photoelicitation is an effective technique for increasing awareness of and developing an emotional connection to the ocean.Nevertheless, if the goal is to achieve significant attitude change and proenvironmental behavior, the technique must be supplemented not only with factual information regarding ecology/human impacts but also with strategies for empowering individuals to act.5

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The Effects of Direct and Indirect Experience on Affective and Cognitive Responses and the Attitude–Behavior Relation

Cited by 149 publications

References 0 publications

“Disgusting” Animals: Primary School Children’s Attitudes and Myths of Bats and Spiders

“Disgusting” Animals: Primary School Children’s Attitudes and Myths of Bats and Spiders

A Quasi-experimental Method for Testing the Effectiveness of Ecolabel Promotion

Underwater Photo-Elicitation: A New Experiential Marine Education Technique

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