The Ecocentric and Anthropocentric Attitudes toward the Sustainable Development (EAATSD) scale measures environmental concern in relation to sustainable development. This article will discuss how this scale was tested with three groups of Dutch higher education students. Findings demonstrate that anthropocentric and ecocentric values are independent of the students’ chosen course of study, suggesting that students attracted by the ‘sustainable development’ course title do not necessarily associate ‘sustainability’ with ecocentric aims. This article discusses why ecocentric values are beneficial to the objective of a sustainable society and proposes ways forward in which these values can be enhanced in learners. https://doi.org/10.3390/educsci7030069 https://www.linkedin.com/in/helenkopnina/
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Exploratory analyses are an important first step in psychological research, particularly in problem-based research where various variables are often included from multiple theoretical perspectives not studied together in combination before. Notably, exploratory analyses aim to give first insights into how items and variables included in a study relate to each other. Typically, exploratory analyses involve computing bivariate correlations between items and variables and presenting them in a table. While this is suitable for relatively small data sets, such tables can easily become overwhelming when datasets contain a broad set of variables from multiple theories. We propose the Gaussian graphical model as a novel exploratory analyses tool and present a systematic roadmap to apply this model to explore relationships between items and variables in environmental psychology research. We demonstrate the use and value of the Gaussian graphical model to study relationships between a broad set of items and variables that are expected to explain the effectiveness of community energy initiatives in promoting sustainable energy behaviors.
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The hospitality industry contributes significantly to global climate change through its high resource consumption and emissions due to travel. As public pressure for hotels to develop sustainability initiatives to mitigate their footprint grows, a lack of understanding of green behavior and consumption of hotel guests hinders the adoption of effective programs. Most tourism research thus far has focused on the ecotourism segment, rather than the general population of travelers, and while research in consumer behavior shows that locus of control (LOC) and guilt can influence guests’ environmental behavior, those factors have not been tested with consideration of the subjective norm to measure their interaction and effect on recycling behavior. This study first examines the importance of internal and external LOC on factors for selecting hotel accommodation and the extent of agreement about hotel practices and, second, examines the differences in recycling behavior among guests with internal versus external LOC under levels of positive versus negative subjective norms and feelings of low versus high guilt.
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Bij de ontwikkeling van kinderen speelt de omgeving waarin zij opgroeien en de wijze waarop zij zich verbonden voelen met hun buurt een belangrijke rol (Owens, 2004; 2016). Om als basisschool goed bij te kunnen dragen aan de ontwikkeling van kinderen is het van belang dat scholen de omgeving en de buurt waarin hun leerlingen opgroeien kennen en kunnen benutten voor hun onderwijs. In het bijzonder gaat het daarbij om de betekenis die deze omgeving voor hun leerlingen heeft. Voor basisscholen in wijken met een grote diversiteit aan inwoners kan de betekenis van eenzelfde omgeving voor verschillende leerlingen ook zeer verschillend zijn. Naar de wijze waarop kinderen zich verbonden voelen met de fysieke en sociale ruimte is nog weinig onderzoek gedaan (Tani, 2016). Naast inzicht in de bestaande verbinding van kinderen met hun omgeving is het voor het onderwijs belangrijk om inzicht te verkrijgen in de wijze waarop kinderen in staat kunnen worden gesteld om zich te binden aan een plek en om deze plek te benutten bij hun ontwikkeling. De capability approach (Nussbaum, 2014) en een perspectief op de veerkracht van kinderen (Enthoven, 2007) bieden een kader om naar dit vraagstuk te kijken. Het onderzoek richt zich op wat het primair onderwijs kan doen om de aan de omgeving gerelateerde vermogens van kinderen te ontwikkelen. Onderwijs waarin de leefomgeving van kinderen wordt betrokken of waarin de leefomgeving op enige wijze een rol speelt kan hiertoe een middel zijn. Dit vanuit de notie dat door het ontwikkelen van een ‘sense of place’ (Dolan, 2016) de kennis, persoonlijke verbondenheid en verantwoordelijkheid voor de lokale omgeving versterkt kunnen worden. Het onderzoek zal na een verkennende fase een ontwerpgericht karakter krijgen, waarbij op onderzoeksmatige wijze materiaal wordt ontwikkeld dat bruikbaar is op basisscholen en lerarenopleidingen basisonderwijs.
This book discusses whether, and if so, how facility management (FM) can contribute toeducational achievements at Dutch higher education institutions. Although there is increasingevidence that the quality of the lecturer is decisive for the performance and development ofstudents (Marzano 2007; Mourshed, Chijioke and Barber 2010), and in addition, educationalleadership can shape the necessary boundary conditions for these primary actors to succeed,nowadays this must be considered as a too narrow conception of what good education is allabout. Up to date, in literature there is a lively debate about the effective use of facilitydesign, as a mixture of designed features of physical facilities and services, to contribute toeducation as well. We have seen many examples of the so-called human factor beingnegatively influenced by seemingly fringe events, but that suddenly appears to beprecondition for education. Too warm, too cold, too crowded, too loud, too messy, and noidea why this device doesn’t work are phrases that come to mind. We now know that the builtschool environment and facility services that are offered are among the elements that caninfluence good education. The evidence comes from a multiple disciplines, such asenvironmental-psychology (Durán-Narucki 2008; Hygge and Knez 2001), medicine(Hutchinson 2003), educational research (Blackmore et al. 2011; Oblinger 2006; Schneider2002; Temple 2007), and real estate and facility management (Daisey, Angell and Apte 2003;Duyar 2010; Barrett et al. 2013). Considering all the above, there seems to be a scientificblack box with respect to the relatively new scientific discipline of FM. Deeply rooted inpractice, the abstractions that have existed until now have hardly led to a fundamentalunderstanding of the contribution of FM to education. Therefore, the main objective of thisbook is as follows.
