Influence of Educators' Emotional Support Behaviors on Environmental Education Student Outcomes

Autor/inn/en	O'Hare, Anna; Powell, Robert B.; Stern, Marc J.; Bowers, Edmond P.
Titel	Influence of Educators' Emotional Support Behaviors on Environmental Education Student Outcomes
Quelle	In: Environmental Education Research, 26 (2020) 11, S.1556-1577 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Powell, Robert B.) ORCID (Stern, Marc J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2020.1800593
Schlagwörter	Environmental Education; Teacher Student Relationship; Outcomes of Education; Program Effectiveness; Student Surveys; Student Attitudes; Field Trips; Elementary School Students; Middle School Students; Organizations (Groups); Informal Education; Science Education + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernleistung; Schulerfolg; Schülerbefragung; Schülerverhalten; Exkursion; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Informelle Bildung; Nichtformale Bildung; Naturwissenschaftliche Bildung
Abstract	Environmental education (EE) aims to create environmentally literate individuals that have the knowledge, skills, and dispositions to solve important environmental issues. However, little research examines whether and which educators' emotional support behaviors, such as responsiveness and positive communications, enhance outcomes in an EE program. Utilizing student surveys, programmatic observations, and qualitative notes collected from 334 EE field trip programs for fifth through eighth grade students (ages 9-12) provided by 90 different organizations across the U.S., this study examined linkages between educators' emotional support behaviors and positive learning outcomes. Past research in formal educational settings suggests that emotional support behaviors yield positive outcomes for students. This research also found that positive emotional support behaviors positively influenced student outcomes and explained 10% of the variance. Based on the resulting model, we suggest that positive emotional support behaviors should be considered in future environmental educator training programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01