AFFECTIVE DIMENSIONS OF ENVIRONMENTAL LITERACY OF SLOVAK PUPILS AT ISCED LEVEL 2

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F20%3A10405196" target="_blank" >RIV/00216208:11410/20:10405196 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.21125/inted.2020" target="_blank" >https://doi.org/10.21125/inted.2020</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/inted.2020" target="_blank" >10.21125/inted.2020</a>

Jazyk výsledku

angličtina

Název v původním jazyce

AFFECTIVE DIMENSIONS OF ENVIRONMENTAL LITERACY OF SLOVAK PUPILS AT ISCED LEVEL 2

Popis výsledku v původním jazyce

Environmental literacy is currently perceived as a concept consisting of three dimensions (cognitive, affective and conative). The affective dimension is represented by declared environmental attitudes and sensitivity. A quantitative questionnaire was used at the environmental literacy testing of Slovak pupils at ISCED level 2 (International Standard Classification of Education) to measure their attitudes and sensitivity. The reliability of the corresponding instrument subscales (attitudes and sensitivity) and strength of the relationship of the demographic variables (gender, age, grade and leisure activities) towards the affective dimension of environmental literacy were analysed. Studied sample consisted of ISCED 2 pupils from 13 Slovak schools. Data were collected in spring 2019. Included were both school with and without environmental profiling. The total number of respondents was 958 (457 girls and 501 boys). Standard statistical methods were used for data analysis, e.g. Two Sample t-test, ANOVA, Spearman correlations. The reliability of the instrument&apos;s sub-scales (attitudes and sensitivity) was determined by the Cronbach α coefficient, which reached α = 0.81 for attitudes and α = 0.80 for sensitivity. A statistically significant relationship to the affective dimension of environmental literacy was identified for all demographic variables. In the case of gender, girls reached higher values. Variables age and grade showed negative relationship towards the affective dimension. Their values decreased with increasing age, respectively grade. Among leisure activities, there was a significant positive connection, especially between the affective dimension and outdoor activities, while a negative relationship was recorded in ICT. Multiple regression analyses revealed that leisure activities predicted variability in variable sensitivity by 21%, and, in combination with gender, variability in variable attitude by 19%. Leisure activities as well as gender aspect and age can be considered as essential determinants affective dimension of the environmental literacy of ISCED 2 pupils in Slovakia.

Název v anglickém jazyce

AFFECTIVE DIMENSIONS OF ENVIRONMENTAL LITERACY OF SLOVAK PUPILS AT ISCED LEVEL 2

Popis výsledku anglicky

Environmental literacy is currently perceived as a concept consisting of three dimensions (cognitive, affective and conative). The affective dimension is represented by declared environmental attitudes and sensitivity. A quantitative questionnaire was used at the environmental literacy testing of Slovak pupils at ISCED level 2 (International Standard Classification of Education) to measure their attitudes and sensitivity. The reliability of the corresponding instrument subscales (attitudes and sensitivity) and strength of the relationship of the demographic variables (gender, age, grade and leisure activities) towards the affective dimension of environmental literacy were analysed. Studied sample consisted of ISCED 2 pupils from 13 Slovak schools. Data were collected in spring 2019. Included were both school with and without environmental profiling. The total number of respondents was 958 (457 girls and 501 boys). Standard statistical methods were used for data analysis, e.g. Two Sample t-test, ANOVA, Spearman correlations. The reliability of the instrument&apos;s sub-scales (attitudes and sensitivity) was determined by the Cronbach α coefficient, which reached α = 0.81 for attitudes and α = 0.80 for sensitivity. A statistically significant relationship to the affective dimension of environmental literacy was identified for all demographic variables. In the case of gender, girls reached higher values. Variables age and grade showed negative relationship towards the affective dimension. Their values decreased with increasing age, respectively grade. Among leisure activities, there was a significant positive connection, especially between the affective dimension and outdoor activities, while a negative relationship was recorded in ICT. Multiple regression analyses revealed that leisure activities predicted variability in variable sensitivity by 21%, and, in combination with gender, variability in variable attitude by 19%. Leisure activities as well as gender aspect and age can be considered as essential determinants affective dimension of the environmental literacy of ISCED 2 pupils in Slovakia.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

14TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED2020)

ISBN

978-84-09-17939-8

ISSN

2340-1079

e-ISSN

—

Počet stran výsledku

8

Strana od-do

0155-0162

Název nakladatele

IATED Academy iated.org

Místo vydání

Valencia (Spain)

Místo konání akce

Valencia (Spain)

Datum konání akce

2. 3. 2020

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000558088800026