Environmental perspectives of pupils: the development of an attitude and behaviour scale

Summary The object of this study was to construct a measurement instrument to assess two different environmental world views of adolescents and, additionally, to address the adolescents' verbal commitment and actual behaviour. Using a multiple-choice questionnaire the instrument was designed to identify and measure the existing factors that underlie concern for ecological/environmental problems and behaviour towards environment/nature in the age group of 10 to 16 year old pupils. Within the traditional tripartite model covering cognitive, affective and behavioural components the study selected items that made up the majority of corresponding subscales from various previous studies. Using factor analysis the configuration of the scale's dimensionality was stated. Based on the responses of approximately 2000 Bavarian pupils, subscales were extracted via factor analysis and, subsequently, addressed to different segments of environmental concern ranging from attitudes to verbal commitment and actual behaviour. Correlation coefficients and the standardized Cronbach's -values were also surveyed. Additionally, a Kruskal-Wallis analysis was applied in order to locate the subscales' influences on sociodemographic variables such as gender and age and self-reported variables such as the pleasure of being a pupil and school performance. The further purpose of the present study is to provide the basis for follow-up comparisons of preferences and values in pupils within other countries.

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Résumé Le but de la présente étude est la réalisation d'un système de mesure pour l'évaluation de différents niveaux de conscience par rapport à la nature et à la protection de l'environnement, ainsi que des comportements actuels ou envisagés. Le système de mesure s'appuie sur un questionnaire à choix multiples pour évaluer les différents facteurs qui déterminent les niveaux de conscience et les comportements correspondants chez les adolescents de 10 à 16 ans. Dans le cadre du modèle à trois niveaux, qui comprend des composantes cognitives, affectives et comportementales, un grand nombre d'items, en partie issus d'études antérieures, ont été sélectionnés pour former les sous-catégories nécessaires. La configuration des catégories a été garantie par une analyse factorielle.Sur la base des réponses d'environ 2000 élèves, des sous-catégories ont été définies, qui vont depuis les positions de départ jusqu'au comportement actuel. En outre, nous avons défini les coefficients de corrélation, ainsi que les valuers Cronback-Alpha, et une analyse des régressions a été effectuée, qui prend en compte les influences, par exemple, des variables sociodémographiques comme le sexe et l'âge, des résultats scolaires ou de la manière dont l'école est perçue par chacun.La présente étude représente la base aussi bien pour des investigations comparatives entre pays, que pour l'évaluation de l'influence d'un enseignement extra-scolaire adopté.

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Dr. Franz Bogner is the senior author to whom correspondence should be addressed. Manfred Wilhelm is based at the Institut für Medizinische Statistik, Technische Universität, Ismaninger Straße 22, D-81675 München, Germany.     

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Translocation trisomy 21 in CVS not found in embryoblast: Three different cell lines in CVS,amnion- and placental culture

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