What difference do role models make? Investigating outcomes at a residential environmental education center

Stern, Marc J.; Frensley, B. Troy; Powell, Robert B.; Ardoin, Nicole M.

doi:10.1080/13504622.2017.1313391

Cited by 21 publications

(10 citation statements)

References 61 publications

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“…Notably, the most commonly cited extrinsic motivation to join the activity was the debate coach. This is supported by prior research that underscores the influence of role models and mentors in educational settings in general (Brown and Treviño, 2014;Orland-Barak, 2014;Stern et al, 2018) and within a context of cooperative learning activities like debate (Ferguson-Patrick, 2018;Gillies, 2016Gillies, , 2014. This is also consistent with social interdependence theory, which emphasizes that positive outcomes from cooperative learning is a function of how mentors and team leaders structure learning goals and shape the nature of group interactions (Johnson, 2003; Johnson and Johnson, 2002).…”

Section: Discussionsupporting

confidence: 61%

Grit, growth mindset and participation in competitive policy debate: Evidence from the Chicago Debate League

Kalesnikava¹,

Ekey²,

Ko³

et al. 2019

Educ. Res. Rev.

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Non-cognitive skills (NCS) contribute to variation in how students respond to challenges inside the classroom and beyond. Competitive policy debate is a co-curricular activity that both encourages cooperative learning and is hypothesized to promote NCS. The goal of this pilot was to examine the relationship between debate participation and change in four NCS among high school students over the course of an academic year. Two surveys (Fall and Spring) were administered during the 2017/18 academic year to students who participated in the Chicago Debate League (n=102). Surveys assessed demographic factors, characteristics of debate participation, and four indicators of NCS each measured using established scales: Growth mindset, grit, mood, and civic engagement. Paired t-tests were used to quantify change in NCS over time. Linear regression was used to assess the relationship between characteristics of debate participation and change in NCS. In the Fall, median length of debate participation was 6.2 months. Average age was 16, most (82%) participants were non-White and 52% were female. Over the academic year, growth mindset increased (Δ=0.29 (95% Confidence Interval (CI): 0.10, 0.48) while grit declined (Δ= -0.17, 95% CI: -0.34, -0.01). Civic engagement and mood were unchanged. Duration of participation was associated with increased change in grit (β=0.04, p≤0.01), but was unrelated to the other NCS. Motivation for joining debate did not explain variation in any NCS. Debate participation is associated with improvement in some NCS. Findings have implications for scalable interventions to promote NCS in the context of cooperative learning.

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Section: Discussionsupporting

confidence: 61%

Grit, growth mindset and participation in competitive policy debate: Evidence from the Chicago Debate League

Kalesnikava¹,

Ekey²,

Ko³

et al. 2019

Educ. Res. Rev.

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“…Despite the external factors, behavioural patterns formed in childhood can have a long-lasting effect, regardless of the generation gap in the environmental attitudes. Stern et al (2018) [26] investigated children's environmental behaviour patterns and responsibility from a role model perspective. The study involved 5498 middle school students in a residential centre of environmental education in the United States (US).…”

Section: Literature Review: Environmental Education Parental Engagement and Socialisationmentioning

confidence: 99%

Parents as Agents: Engaging Children in Environmental Literacy in China

Iwaniec

Curdt‐Christiansen

2020

Sustainability

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China, one of the most polluting countries in the world, is facing tremendous challenges in dealing with environmental problems. Although the government has implemented various regulations and introduced strong enforcement to reduce toxic emissions and encourage recycling, little is known about how parents in China socialise their children into environmentally responsible individuals. This article reports on what 267 Chinese parents do, as agents of environmental protection, to raise their children’s awareness of environmental issues, and how their environmental literacy affects these children’s attitudes and behaviours. A survey was developed to measure how parents engage their children in environmental literacy, how confident parents feel in their own environmental awareness, and whether this has an effect on their engagement with children. The participants were found to play an agentive socialisation role in their engagement with children on pro-environmentalism in terms of shaping their behaviours and attitudes and developing their knowledge and skills. Furthermore, the correlational analysis results reveal that engagement in some aspects of environmental literacy is related to parents’ socio-economic status (SES) and their age; namely, the lower the SES or age, the higher the engagement. The study serves as a baseline for parents’ engagement with environmental literacy in China and has important implications for a concerted action by schools, the government, and environmental organisations to empower parents to be true agents of environmental literacy.

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“…Additionally, we expected these to follow patterns by established in the intervening years related to ERB and environmental literacy, and the formation of environmentally significant behaviors. 25,26,[30][31][32] The questions related to ERBs were adapted from and informed by earlier work in this field related to the description and quantification of environmental behavior and consumer behavior. 20,[33][34][35][36][37][38] This was to allow some grounds of comparison between our work and past research on the topic of environmental behavior.…”

Section: Environmentally Responsible Behaviorsmentioning

confidence: 99%

Sets of Environmentally Responsible Behaviors Among Residents of New Jersey

Clark

Jordan

2019

Current World Environment

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There are many challenges facing humanity and the degradation of resources and natural spaces. One avenue for approaching these issues is through attempting to change human behaviors. Drawing on Stern’s Value-Behavior-Norm theory, we sought out to test the idea that these Environmentally Responsible Behaviors (ERBs) fell into well-established sets. In this research, we developed questionnaire that surveyed 290 residents on Central New Jersey. The questions included demographic information, as well as items gauging the type and extent of respondents’ engagement in ERBs. We used generalized canonical correlation analysis in order to sort the types of behaviors that respondents engaged in to distinct groups. The ERBs sorted into 3 canonical correlation variables that account for 53.7% of the variation in the data. Twenty-five ERBs that loaded highly on at least one of the three canonical correlation variables. The ERBs sorted into 3 groups that did not follow the expected pattern based on Stern’s research. Instead into three other groups suggesting alternative ways of conceptualizing pro-environmental behavior in this population. We found that ERBs tended to sort into those related to energy expenditures, identity as an environmentalist, and impact-oriented ERBs. This research helps to foster a greater understanding of individuals’ engagement in Environmentally Responsible Behaviors.

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What difference do role models make? Investigating outcomes at a residential environmental education center

Cited by 21 publications

References 61 publications

Grit, growth mindset and participation in competitive policy debate: Evidence from the Chicago Debate League

Grit, growth mindset and participation in competitive policy debate: Evidence from the Chicago Debate League

Parents as Agents: Engaging Children in Environmental Literacy in China

Sets of Environmentally Responsible Behaviors Among Residents of New Jersey

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