The Role of Future Orientation in Environmental Behavior: Analyzing the Relationship on the Individual and Cultural Levels

Carmi, Nurit; Arnon, Sara

doi:10.1080/08941920.2014.928393

Cited by 62 publications

(40 citation statements)

References 44 publications

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“…On the country level, our results might indicate that EA is also related to cultural differences between countries [58][59][60]. Our results are in line with previous research reporting country differences in PEA for samples comprised of children or adolescents [36,61,62] as well as for adult samples ( [63] (for a review see [64]). Compared to the findings of Boeve-de Pauw and Van Petegem [35] regarding students' PEA, we found a higher effect for the school clusters and a smaller effect for the country clusters (4 % vs. 8 % for L2; 8 % vs. 3 % for L3).…”

Section: Rq1: School and Country Differences In Environmental Awarenesssupporting

confidence: 91%

“…Identifying important predictors on the school level could help to find relevant leverage points for ESD-either by showing which variables need to be considered in ESD interventions, or by identifying structural variables that could be addressed in educational policies for sustainable development. On the country level, EA might be related to cultural value orientation, for example to the country's level of future orientation [63], of individualism [59], or of postmaterialism [58]. Research has shown that the relationship between PEA and PEB differs across countries [61,89,90], which is in line with our finding of country differences in EA.…”

Section: Limitations and Future Research Directionssupporting

confidence: 89%

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Still Green at Fifteen? Investigating Environmental Awareness of the PISA 2015 Population: Cross-National Differences and Correlates

et al. 2020

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The PISA studies provide unique opportunities to investigate the competencies and attitudes of 15-year-olds across the world. Past research investigating environmental awareness (EA) in PISA 2006 found associations between EA and science-related competencies and attitudes. Investigating EA in the PISA studies may have important implications for education for sustainable development (ESD): results may show which factors should be considered in educational interventions to enhance students’ EA. Cross-national analyses of EA may provide insights into the predictors of EA on a local, national or international level. This study investigates the individual, school, and country level predictors of EA in PISA 2015 (365,194 students, 12,594 schools, 53 countries). The multi-level regression analysis on EA reveals that most of the variance is located at the student level. On the individual level, variables related to science learning in school are associated with EA across all countries. This study also compares the degrees of EA in the 2006 and 2015 populations. The results show similar degrees of EA in 2006 and 2015. Altogether, the study provides cross-country evidence on important aspects that should be addressed in successful ESD programs.

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Section: Rq1: School and Country Differences In Environmental Awarenesssupporting

confidence: 91%

Section: Limitations and Future Research Directionssupporting

confidence: 89%

Still Green at Fifteen? Investigating Environmental Awareness of the PISA 2015 Population: Cross-National Differences and Correlates

et al. 2020

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“…The second section of the questionnaire measured also the environmental subjective knowledge of the teachers (i.e., their sense of knowing). This measurement was adopted from [44,71], who previously used and validated this instruct. Three items were used: "I feel that I understand the reasons for various environmental problems"; "I feel that I know the solutions to environmental problems"; and, "I consider myself knowledgeable about environmental issues".…”

Section: Instrumentsmentioning

confidence: 99%

Is Population Growth an Environmental Problem? Teachers’ Perceptions and Attitudes towards Including It in Their Teaching

Alkaher

Carmi

2019

Sustainability

Self Cite

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Population growth (PG) is one of the drivers of the environmental crisis and underlies almost every environmental problem. Despite its causative role in environmental challenges, it has gained little attention from popular media, public and government agenda, or even from environmental organizations. There is a gap between the gravity of the problem and its relative absence from the public discourse that stems, inter alia, from the fact that the very discussion of the subject raises many sensitive, complex and ethical questions. The education system is a key player in filling this gap, and teachers have an opportunity to facilitate the discussion in this important issue. While educators mostly agree to include controversial environmental topics in school curricula, calls for addressing PG remain rare. This study explores teachers’ perspectives of PG as a problem and their attitudes towards including it in their teaching, focusing on environmental and non-environmental teachers. While perceiving PG as an environmental problem and supporting its inclusion in schools was significantly higher among the environmental-teachers, similar concerns were reported by all the teachers concerning engaging students in discourse around this controversial issue. This consensus indicates the limited impact of knowledgeability on teachers’ intentions to address PG in class. Teachers’ challenges reflect the dominant Israeli sociocultural norms, religious values and the national pronatalist ideologies. The findings demonstrate how the absence of PG from the public discourse and from school curricula influences teachers’ motivation to address it in class. This study highlights the necessity to encourage teachers to address PG in their teaching, even in this reality, by providing them with appropriate tools that will enable them to successfully engage students in this controversial issue.

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“…Specific crosscultural studies have examined differences and similarities in the areas of environmental perception and predictors of environmental behaviours. These have included examinations of psychological distance (Carmi & Arnon, 2014;Gifford et al, 2009;Milfont & Schultz, 2016), values (De Groot & Steg, 2007Boer & Fischer, 2013), normative social influence (Smith et al, 2012), and emotions (Onwezen et al, 2014). More research examining human-environment interactions is thus needed to pay close attention to cultural aspects.…”

Section: Fig 8 About Herementioning

confidence: 99%

A comparison of neighbourhood liveability as perceived by two groups of residents: Tehran, Iran and Tartu, Estonia

Norouzian-Maleki

Bell

Hosseini

et al. 2018

Urban Forestry & Urban Greening

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The Role of Future Orientation in Environmental Behavior: Analyzing the Relationship on the Individual and Cultural Levels

Cited by 62 publications

References 44 publications

Still Green at Fifteen? Investigating Environmental Awareness of the PISA 2015 Population: Cross-National Differences and Correlates

Still Green at Fifteen? Investigating Environmental Awareness of the PISA 2015 Population: Cross-National Differences and Correlates

Is Population Growth an Environmental Problem? Teachers’ Perceptions and Attitudes towards Including It in Their Teaching

A comparison of neighbourhood liveability as perceived by two groups of residents: Tehran, Iran and Tartu, Estonia

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