Environmental concern in school-age children: Relationship with environmental attitudes and behaviors, anxiety, locus of control, and perceived competencies
Abstract
This study examined the relationship between children's environmental concern and grade, sex, environmental attitudes and behaviors, locus of control, and perceived competencies. This study also assessed other common non-environmental concerns of school-age children. It was found that children were moderately concerned about the environment, with environmental concern ranking in the middle of other common non-environmental concerns of children. No significant sex differences in environmental concern were found. It was predicted that older children would be more concerned about the environment than would younger children. This prediction was not supported. First graders were significantly more concerned about the environment than third or fifth graders. It was predicted that environmental concern would be positively correlated with environmental attitudes and behaviors. These predictions were supported for first and fifth grade girls, but not for any other groups. No relationships between environmental concern and locus of control or manifest anxiety were found for any groups. It was found that environmental concern was significantly and positively correlated with global self-worth for the total sample, and with behavioral conduct for fifth grade girls. No other significant correlations were found between environmental concern and perceived competencies for the other groups. It was found that children's environmental attitudes were significantly and positively correlated with children's environmental behaviors. Environmental attitudes were also significantly and positively correlated with scholastic competence and behavioral conduct. No relationships were found between environmental attitudes or behaviors and locus of control or manifest anxiety. Children's environmental attitudes were found to be a significant component of environmental concern, with more pro-environmental attitudes being associated with greater environmental concern. Manifest anxiety was also found to comprise environmental concern, with less anxiety being associated with greater concern. Finally, differences were found between children exhibiting the highest and lowest levels of environmental concern. Children with greater environmental concern were more worried about environmental problems, and were able to generate more ways that they could help save the environment. They also reported more ways that their parents helped save the environment.
Degree
Ph.D.
Advisors
Musser, Purdue University.
Subject Area
Developmental psychology|Preschool education|Environmental science
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