An Investigation of Environmental Awareness and Practice among a Sample of Undergraduate Students in Belize

Autor/in	Moody-Marshall, Rasheda
Titel	An Investigation of Environmental Awareness and Practice among a Sample of Undergraduate Students in Belize
Quelle	In: Environmental Education Research, 29 (2023) 7, S.911-928 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2022.2079613
Schlagwörter	Foreign Countries; Climate; Conservation (Environment); Undergraduate Students; Knowledge Level; Student Behavior; Correlation; Gender Differences; Intellectual Disciplines; Student Characteristics; Sustainable Development; Belize + Suchen Sie Ihr Suchwort? Ausland; Klima; Conservation; Environment; Konservierung; Bewahung; Umwelt; Wissensbasis; Student behaviour; Schülerverhalten; Korrelation; Geschlechterkonflikt; Geisteswissenschaften; Nachhaltige Entwicklung
Abstract	Climate change is causing rapid environmental deterioration in the Caribbean. Therefore, empowering citizens to become environmentally literate is crucial. This study examined environmental awareness (EA) and practice (EP) among a sample (n=207) of Belizean undergraduate students. An Environmental Knowledge Indicator (High = 18-20; Moderate = 14-17; Low = 10-13; Poor = 7-9; Very Poor= < 6) and an Environmentally Responsible Behaviour scale (High = 72-80; Moderate = 56-71; Low = 40-55; Poor = 26-39; Very Poor= < 25) were used to collect data. Results revealed low levels of environmental awareness (M=13.5), and poor environmentally responsible practice (M=33.4). There was no statistically significant relationship between EA and EP. Males had statistically higher EA scores (M =14.06) than females (M= 12.49), t (205) = 3.53, p =0.001. They also had statistically higher EP scores (M=35.11) than females (M = 32.15), t (203) = 2.07, p<0.05). Natural Science students had statistically higher EA scores (M = 13.93) than Social Science students (M= 12.41), t (205) = -3.51, p=0.001. They also had statistically higher EP scores (M = 34.97) than Social Science students (M= 31.82), t (203) = -2.23, p<0.05. These results may suggest inadequate exposure to Education for Sustainable Development models. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01