Exploring Connections between Environmental Learning and Behavior through Four Everyday-Life Case Studies

Autor/inn/en	Gould, Rachelle K.; Ardoin, Nicole M.; Thomsen, Jennifer M.; Wyman Roth, Noelle
Titel	Exploring Connections between Environmental Learning and Behavior through Four Everyday-Life Case Studies
Quelle	In: Environmental Education Research, 25 (2019) 3, S.314-340 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gould, Rachelle K.) ORCID (Ardoin, Nicole M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2018.1510903
Schlagwörter	Correlation; Environmental Education; Leisure Time; Case Studies; Behavior Patterns; Food; Purchasing; Transportation; Telecommunications; Handheld Devices; Content Analysis; Interviews; Interpersonal Relationship; Age Differences; California + Suchen Sie Ihr Suchwort? Korrelation; Umweltbildung; Umwelterziehung; Umweltpädagogik; Freizeit; Case study; Fallstudie; Case Study; Lebensmittel; Beschaffungswesen; Kauf; Verkehrswesen; Telekommunikationstechnik; Inhaltsanalyse; Interviewing; Interviewtechnik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Age; Difference; Age difference; Altersunterschied; Kalifornien
Abstract	Decades of research emphasize that information alone rarely influences environmental behavior. We addressed the question of, "what, then, does influence environmental behavior?" by asking more specifically: what factors mediate the relationship between learning about environmentally related issues and engaging in environmentally related behaviors? Following Yin's case study approach, we designed a California (USA)-based case study focused on four everyday-life activities: purchasing food, commuting, engaging in leisure activities, and interacting with mobile technology. We grounded the study in four propositions that previous sociological, psychological, and learning sciences research suggested might influence learning--behavior connections in complex everyday-life contexts. To address the propositions across the four cases, we conducted 197 short, semi-structured interviews grounded in a narrative, relational frame. Using thematic content analysis, we found support for three of our propositions as mediators of learning--behavior connections; we also uncovered two emergent themes. Our findings suggest a web of elements that affect learning--behavior connections; those elements offer insights for environmentally related programming. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01