Two for one: achieving both pro-environmental behavior and subjective well-being by implementing environmental-hope-enhancing programs in schools

Dorit Kerret; Hod Orkibi; Shira Bukchin; Tammie Ronen

doi:10.1080/00958964.2020.1765131

Two for one: achieving both pro-environmental behavior and subjective well-being by implementing environmental-hope-enhancing programs in schools

Dorit Kerret, Hod Orkibi, Shira Bukchin, Tammie Ronen

School of Creative Arts Therapies

Research output: Contribution to journal › Article › peer-review

Abstract

To examine inconsistent past findings on green schools’ influences on students, a mediation model was tested for 1903 Israeli students in Grades 5-6 in 30 green and 16 non-green schools. Results indicated that green school students reported more pro-environmental behavior (PEB) and more school satisfaction compared to their peers at non-green schools. Path analysis showed that students who participated in hope-enhancing programs, regardless of school type, reported higher PEB, school’s satisfaction and positivity ratio. Finally, students’ environmental hope levels demonstrated the strongest association with self-reported levels of PEB, school satisfaction, and positivity ratio. Implications of these findings are discussed.

Original language	English
Pages (from-to)	434-448
Number of pages	15
Journal	Journal of Environmental Education
Volume	51
Issue number	6
DOIs	https://doi.org/10.1080/00958964.2020.1765131
State	Published - 2020

Bibliographical note

Funding Information:
The research was supported by the ISRAEL SCIENCE FOUNDATION (grant No. 584/15). In memory of Yasmin Alkalay, who provided valuable statistical assistance. The authors would like to express their gratitude to Tomer Bratz for research assistance and data collection.

Publisher Copyright:
© 2020 Taylor & Francis Group, LLC.

Keywords

green schools
hope
positivity ratio
pro-environmental behavior
school satisfaction

ASJC Scopus subject areas

Education
Environmental Science (all)

Access to Document

10.1080/00958964.2020.1765131

Cite this

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title = "Two for one: achieving both pro-environmental behavior and subjective well-being by implementing environmental-hope-enhancing programs in schools",

abstract = "To examine inconsistent past findings on green schools{\textquoteright} influences on students, a mediation model was tested for 1903 Israeli students in Grades 5-6 in 30 green and 16 non-green schools. Results indicated that green school students reported more pro-environmental behavior (PEB) and more school satisfaction compared to their peers at non-green schools. Path analysis showed that students who participated in hope-enhancing programs, regardless of school type, reported higher PEB, school{\textquoteright}s satisfaction and positivity ratio. Finally, students{\textquoteright} environmental hope levels demonstrated the strongest association with self-reported levels of PEB, school satisfaction, and positivity ratio. Implications of these findings are discussed.",

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AU - Ronen, Tammie

N1 - Funding Information: The research was supported by the ISRAEL SCIENCE FOUNDATION (grant No. 584/15). In memory of Yasmin Alkalay, who provided valuable statistical assistance. The authors would like to express their gratitude to Tomer Bratz for research assistance and data collection. Publisher Copyright: © 2020 Taylor & Francis Group, LLC.

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N2 - To examine inconsistent past findings on green schools’ influences on students, a mediation model was tested for 1903 Israeli students in Grades 5-6 in 30 green and 16 non-green schools. Results indicated that green school students reported more pro-environmental behavior (PEB) and more school satisfaction compared to their peers at non-green schools. Path analysis showed that students who participated in hope-enhancing programs, regardless of school type, reported higher PEB, school’s satisfaction and positivity ratio. Finally, students’ environmental hope levels demonstrated the strongest association with self-reported levels of PEB, school satisfaction, and positivity ratio. Implications of these findings are discussed.

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Two for one: achieving both pro-environmental behavior and subjective well-being by implementing environmental-hope-enhancing programs in schools

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

Access to Document

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