Investigating the relationships among students basic psychological needs, engagement, and environmental literacy at a residential environmental education center

IF 1.7 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Environmental Education Pub Date : 2022-06-13 DOI:10.1080/00958964.2022.2081654

B. T. Frensley, M. Stern, R. B. Powell, M. Sorice

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引用次数: 3

Abstract

Abstract We explored the relationship between the fulfillment of students’ psychological needs of competence, autonomy, and relatedness; student engagement; and student outcomes related to environmental literacy at a residential environmental education (EE) center. We surveyed diverse groups of middle school students (N = 1,278) following the completion of 80 EE lessons delivered at the NorthBay Adventure Center to assess their self-reported levels of these basic psychological needs, engagement, and environmental literacy outcomes. A structural equation model supported our hypothesis that there is a positive relationship between the fulfillment of these psychological needs and student engagement, and that more engaged students report enhanced outcomes of environmental literacy. We also discovered that autonomy has a direct positive effect on student levels of environmental literacy, suggesting an important role for student autonomy. We discuss implications of these findings and the practicality of trying to fulfill student’s psychological needs of competence, autonomy, and relatedness.

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调查一个寄宿环境教育中心学生的基本心理需求、参与和环境素养之间的关系

摘要:本研究探讨了大学生胜任性、自主性和亲缘性心理需求的实现之间的关系;学生参与;以及学生在住宿环境教育(EE)中心的环境素养相关的结果。我们调查了不同的中学生群体(N = 1,278)，他们在北湾冒险中心完成了80节EE课程，以评估他们在这些基本心理需求、参与和环境素养结果方面的自我报告水平。结构方程模型支持我们的假设，即这些心理需求的满足与学生的参与之间存在正相关关系，并且更多的参与学生报告了环境素养的增强结果。我们还发现，自主性对学生的环境素养水平有直接的积极影响，这表明学生自主性的重要作用。我们讨论了这些发现的意义，以及尝试满足学生能力、自主性和相关性心理需求的实用性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Environmental Education Multiple-

CiteScore

6.20

自引率

12.90%

发文量

期刊介绍： Any educator in the environmental field will find The Journal of Environmental Education indispensable. Based on recent research in the sciences, social sciences, and humanities, the journal details how best to present environmental issues and how to evaluate programs already in place for primary through university level and adult students. University researchers, park and recreation administrators, and teachers from the United States and abroad provide new analyses of the instruction, theory, methods, and practices of environmental communication and education in peer-reviewed articles. Reviews of the most recent books, textbooks, videos, and other educational materials by experts in the field appear regularly.