preprints_ui: k5db6_v1
Data license: ODbL (database) & original licenses (content) · Data source: Open Science Framework
| id | title | description | date_created | date_modified | date_published | original_publication_date | publication_doi | provider | is_published | reviews_state | version | is_latest_version | preprint_doi | license | tags_list | tags_data | contributors_list | contributors_data | first_author | subjects_list | subjects_data | download_url | has_coi | conflict_of_interest_statement | has_data_links | has_prereg_links | prereg_links | prereg_link_info | last_updated |
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| k5db6_v1 | Greening Education: Cultivating connection and environmental values for responsiveness to ecological crisis among school students | Recent literature suggests that while the environmental education followed at schools has raised knowledge among students, it has not always led to significant behavioral change or action. It is argued that environmental education should extend beyond knowledge, encouraging a deeper, empathetic connection with nature. In this study, the significance of current curriculum in cultivating responsiveness to the ecological crisis among school students is examined. Further, using theories from behavioral sciences, a structural model is proposed that hypothesizes the critical role of environmental factors, such as nature experiences at schools and in neighborhood green areas in fostering students’ environmental values and connectedness with nature and responsiveness to ecological crises. Partial Least Square method PLS-SEM is employed to examine the relationships and the mediating mechanisms in the proposed model. Key findings show a significant association of nature experiences with connectedness to nature, environmental values and responsiveness to ecological crises, while age, gender and environment education curriculum were not found to be significant. The analysis also revealed a full mediation of connectedness and environmental values in the relationship of nature experience with responsiveness to ecological crises. Altogether, findings emphasize that supplementing existing curriculum with nature-based experiential learning for students may support meaningful environmental connectedness, engagement, and motivate sustainable action, instead of sole reliance on classroom-based environmental education in schools. | 2024-12-20T11:56:21.168138 | 2024-12-20T16:50:31.273090 | 2024-12-20T16:28:34.754860 | mindrxiv | 1 | accepted | 1 | 1 | https://doi.org/10.31231/osf.io/k5db6 | CC-By Attribution 4.0 International | [] | Pooja Swami Sahni | [{"id": "r2v8u", "name": "Pooja Swami Sahni", "index": 0, "orcid": "0000-0003-0592-0503", "bibliographic": true}] | Pooja Swami Sahni | Education; Social and Behavioral Sciences | [{"id": "59bacc2a54be8103332cb78e", "text": "Education"}, {"id": "59bacc2a54be8103332cb78f", "text": "Social and Behavioral Sciences"}] | https://osf.io/download/67655b90ee1de2ff43e4b83b | 0 | no | available | ["https://osf.io/94xfp/"] | prereg_both | 2025-04-09T21:06:14.414988 |