The 2-MEV Scale in the United States: A Measure of Children's Environmental Attitudes Based on the Theory of Ecological Attitude

By Bruce Johnson, Constantinos Manoli. 2010

142 citations recorded by the source corpus.

Subfields: Health, Toxicology and Mutagenesis, Management, Monitoring, Policy and Law, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/854bd473bbed17733cae9620b9d7f7f06168e5fc

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Citations in the corpus

Educational impact on the relationship of environmental knowledge and attitudes (2018, background): “This reflects the real-life conflict of protecting and using natural resources which humans face and reflects the fact that people with strong preservation attitudes do not necessarily have to hold weak utilisation attitudes and vice versa (Bogner and Wiseman 2006; Johnson and Manoli 2011).”
Effects of a 1-day environmental education intervention on environmental attitudes and connectedness with nature (2013, methodology): “Many studies have proven the ability of outdoor education programmes to positively influencing environmental attitudes (e.g. Bogner 1998; Bogner and Wiseman 2004; Fančovičová and Prokop 2011; Johnson and Manoli 2011; Kruse and Card 2004).”
Environmental education and K-12 student outcomes: A review and analysis of research (2018, background): “Researchers examining how changes in attitudes are measured have reported inconsistent use of instruments, as well as misuse of established scales (Hawcroft & Milfont, 2010; Johnson & Manoli, 2011).”
Fostering changes in attitude, knowledge and behavior: demographic variation in environmental education effects (2018, methodology): “Due to problems of comprehension among the test sample following Johnson and Manoli (2011) the original 20 items on the instrument were reduced to 16 for model simplification and were arranged in a five-point Likert scale ranging from 1 (strongly agree) to 5 (strongly disagree).”
The Effects of Children's Age and Sex on Acquiring Pro-Environmental Attitudes Through Environmental Education (2014, methodology): “This is important because “people who have strong Preservation (biocentric) attitudes do not necessarily have weak Utilisation (anthropocentric) attitudes” (Johnson & Manoli, 2011, p. 87).”